美国文学电子教案2
美国文学经典阅读教案教学设计
美国文学经典阅读教案教学设计一、教学目标通过本次阅读教学，学生应能够：1.了解美国文学经典作品的背景和意义；2.理解并分析美国文学作品的核心思想和文化特征；3.提升学生的阅读理解能力和文学鉴赏能力；4.培养学生对美国文学作品的兴趣和热爱。
二、教学内容1.美国文学经典阅读教案制定a.教学进度安排：根据学期时间，合理划分每个经典作品的阅读进度；b.教学资源准备：选择适合学生阅读的经典作品，准备相关辅助阅读资料；c.教学方法选择：采用多元化的教学方法，培养学生的主动学习能力；d.教学评价方式：设计合理的评价方式，评估学生的阅读理解和文学分析能力。
2.教学设计示例（以美国文学经典《傲慢与偏见》为例）a.导入环节：通过引入作品背景和作者简介，激发学生的阅读兴趣和好奇心；b.阅读指导：提供阅读指导问题，引导学生在阅读过程中理解并分析文本；c.课堂讨论：组织学生进行小组讨论，分享彼此的阅读体验和观点；d.文学分析：引导学生分析作品中的人物性格、情节发展等文学要素；e.作品评价：引导学生自主评价作品的价值和意义，激发批判性思维；f.延伸阅读：推荐其他与《傲慢与偏见》主题相关的美国文学经典作品。
三、教学方法1.合作学习法：通过小组讨论和合作学习活动，培养学生的合作意识和团队精神；2.问题导向法：通过提出问题引导学生主动思考和探索，促进深入学习；3.多媒体教学法：利用多媒体资源，丰富教学内容，提高学生的学习兴趣；4.批判性教学法：鼓励学生对经典作品进行批判性思考和评价，培养独立思考的能力。
四、教学评价1.阅读理解测试：定期组织学生进行相关阅读理解测试，评估学生的阅读理解能力；2.课堂表现评价：根据学生在课堂上的参与度、表达能力等进行评价；3.作品分析报告：要求学生针对指定的经典作品撰写分析报告，评估学生的文学分析能力。
五、教学资源1.经典文学作品：《傲慢与偏见》、《了不起的盖茨比》、《钢铁是怎样炼成的》等；2.辅助阅读资料：文学评论文章、作者简介、历史背景介绍等；3.多媒体资源：音频、视频、图片等多媒体资源，丰富教学内容。
美国文学第二章浪漫主义PPT课件
2) Vivid and true characters 3) Finished and musical language 4) Strong sense of humor 5) Never shocking but a bit sentimental at
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>> Irving’s Writing style:
Vivid, memorable characters,
Detailed, insightful description of American scenery, traditions and cultures,
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To sum up:
As a logical result of the foreign and native factors at work, American romanticism was both imitative and independent. However, it was in essence the expression of “ a real new experience” and contained “an alien quality” for the simple reason that “ the spirit of the place” was radically new and alien.
>>At mid-century a cultural reawakening brought a “flowering of New England”.
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英美文学选修课电子教案2
情感态度和价值观目标：培养学生阅读、欣赏、理解美国文学原著的能力，掌握美国文学的基本知识，促进学生语言基本功和人文素质的提高，增强学生对西方文学及文化的了解。
教学重点
和难点
教学重点：帮助学生了解美国文学史的来龙去脉，在脑海中构建基本的美国文学体系，带给学生一个初步的美国文学体验。
对美国文学的浪漫主义与现实主义阶段进行初步介绍，以及介绍该时期的文学作品，为接下来的课程做好铺垫。
作业布置
Write a short passage to review American literature history
课后
反思
1. Guess the theme of literature works in this period together and have a free talk;
2. Read some short passages of famous works to check their guessing;
1.Briefly introduce the Colonial od and the Puritans:
a、narratives日记
b、journals游记
2.Briefly give a simple description of the American Puritans
e.g. Anne Bradstreet & Edward Taylor,
教学难点：介绍美国文学常识和术语以及帮助学生理解一些较难的词汇与表达，培养学生的文学鉴赏能力。
教学方法
多媒体讲授法
教具准备
多媒体，图片等
外研社美国文学史及选读(第三版)(第二册)教学课件0 Part V-Introduction
Waste Land, the most significant American poem of the 20th century, helped to establish a modern tradition of literature rich with learning and allusive thought.
ICnhatprtoerd3uction
American society. Early in the century Ezra Pound and T. S. Eliot published works that would change the nature of American poetry, but their impact (and that of other modernist writers) on the general reading public was slight. The genteel tradition and popular romanticism still dominated the nation’s literary tastes.
美国文学教案
外国语学院2012—2013学年第二学期课程教学大纲一、课程的性质、目的与任务本课程属于有关英语语言及运用的英语专业知识课，该课程是英语专业三年级的学生掌握了英语技能的基本综合训练后，旨在扩大英语语言文化方面的知识性课程。
美国文学课程的主要目的在于让学生熟悉现美国文学中重要作家有代表性的作品，了解自十八世纪至二十世纪涌现出来的有重要影响的文学流派和写作技巧。
通过学习、欣赏一些文学佳作，提高学生的文学鉴赏能力和阅读、写作等语言技巧，并且加强他们对文学本质的意识，即通过一个民族的文学作品来了解该民族的历史发展、各个时期的文化动态和价值取向。
同时，通过学习该课程，学生的思想认识水平和是非明辨能力将得到提高。
二、教学基本要求（1）熟悉各个历史时期的文学流派，包括启蒙主义，浪漫主义，超验主义，现实主义，自然主义，意象派和现代主义等。
通过梳理美国文学史的复杂成分和发展流变，使学生应对美国文学的发展过程有一定的了解，理解和把握美国文化所体现的精神传统。
（2）熟悉在各个时期文学流派诞生时的人文背景。
能了解一些主要文学现象产生的原因和背景，能读懂文字背后深刻的含义，提高阅读和鉴赏能力，进一步提高英语语言水平。
（3) 熟悉各位作家的作品及其代表作。
（4）基本能够独立地欣赏文学作品的思想和艺术魅力。
三、教材名称（编著者.名称.出版社，出版时间）刘荐波主编，《英美文学史概述及作品选读（美国部分）》，高等教育出版社，2010年3月版四、课程考核说明及要求测试与考核是了解学生学习情况、教师教学质量重要手段。
测试必须具有科学性、客观性和可行性。
测试应既有助于提高学生的语言运用能力，又有助于培养学生的思维分析能力。
在美国文学课的测试中，既要包括文学史方面的客观问题及对文学作品的语言方面的理解问题；同时应注重检验学生分析问题和解决问题的能力。
测试中的客观题和主观题应保持合理科学的比例。
闭卷笔试。
平时成绩占30%，期末考试成绩占70%目录引言教案引言讲稿内容Introduction to the CourceQuestion 1: What is literature？a. Literature includes many different types, such as drama (opera, play), poetry (sonnet, heroic couplet), prose, fiction, etc.b. Literature is a reflection of our life and the society. It is a part of history and culture. Try to think about everything in the cultural background. As a rule, there is something the writer tries to eulogize or praise in his or her writing.Question 2: Why should we learn literature?a. Literature is important in our life, and can help us, especially girls have strong mind. When you are in trouble, you can learn the optimistic life attitudes from the novel and know what you should do and what you should not do.b. Our major is English language and literature;Question 3: How do we appreciate literature?3.1. Analytical approachThe main concern of this approach is the basic elements of literary forms, such as a story, a poem, a play, or an essay.For example, the basic elements of fiction comprise plot, character, setting, point of view, theme, symbol, allegory, style, and tone.As for poetry, it also contains the critical terms of basic elements: meter, rhyme, stanza, form and etc. The basic elements in a drama include dialogue, story, character, and action. All these elements relate to each other and integrate into a whole.3.2. Thematic approachIt is mainly concerned with the ideas and the themes of a literary writing. We use this approach to dig out what is represented about life and society in a literary work, such as the meaning of existence, the nature of humanity, the reality of love, death, society, individual, and so on.3.3. Historical approachEvery literary work bears the unmistakable imprint of the period and culture in which it is written. Furthermore, we will be aware that in every historical period there is a dominant literary school or trend that influences the author‘s outlook on life and society, his writing style and techniques.Question 4: Basic information about the course?The function of this course is to teach the students how to explicate, that is, how to read literature. The mastery of this skill can teach students never to take for granted anything in words. At the completion of this course, you will be able to read the original literary works, comprehend English literature and culture, and improve the skills of literature criticism under the teacher‘s guidance.It includes lectures on a brief history of English literature, literature analysis and approaches of cultural criticism.Lecture One Historical Background（见PPT Lecture One）Lecture Two Basic Knowledge of LiteratureI. Definition of Literature1. Literature （narrow sense）: all writings in prose or verse, especially those of an imaginative or critical character, distinguished from scientific writing.2. Literature (broad sense): printed matter of any kind.II. Forms or Types of Literature (Genre) （体裁）1. One way of classification1) poetrypoem 诗歌epic 史诗lyric poetry 抒情诗narrative poetry 叙事诗dramatic poetry 戏剧诗poetry in prose 散文诗ballad 民谣folk song 民歌pastoral 牧歌idyll 田园诗sonnet 商籁体ode 颂歌elegy 挽诗/挽歌2) prosetale 故事fairy tale/mythology 神话故事allegory 寓言fable （动物）寓言biography 传记autobiography 自传fiction 小说novel 长篇小说novellet 中篇小说short story 短篇小说science fiction 科幻小说non-fiction 非小说trilogy 三部曲essay 散文satire 讽刺文sketch 速写travels 游记detective story 侦探小说horror story 恐怖小说Gothic story 哥特式小说romance 传奇故事/浪漫故事legend 传奇historical novel/histories 历史小说3) dramacomedy 喜剧tragedy 悲剧tragicomedy 悲喜剧monologue 独角剧one-act play 独幕剧2. The other way of classification1) narrative literature 2) lyric literature 3) dramatic literatureIII. Elements of Literature1. Elements that make up a workgenre/form of literature/ type of literature 体裁subject matter 题材theme/motif 主题(writing) material (写作)素材plot 情节character 人物protagonist 主要人物hero 男主人公heroine 女主人公antihero 反英雄(a protagonist who lacks the attributes that make a heroic figure, as nobility of mind and spirit, a life or attitude marked by action or purpose, and the like), antagonist 反面人物background 背景setting （地理）背景conflict 冲突climax 高潮prelude 序曲scene 场act 幕threads 线索verse 诗句canto 诗章stanza 诗节line 诗行rhyme/rime 韵rhyme scheme 韵律alliteration 头韵（体）Consonance (end rhyme) 尾韵heroic couplet 英雄偶句体rhythm 节奏meter/metre 节拍2. Ways of writingCharacterize (v.t.) 人物刻画characterization (n.)portray (v.t.) 描写portrayal (n.)description 描写narrate (v.t.) 叙述narration (n.) narrator 叙述人point of view 视角(first-person ～, second-person ～, third-person ～, intrusive/authoritative ～, unintrusive/impersonal/objective ～, omniscient ～）monologue/soliloquy 独白flashback 倒叙stream of consciousness 意识流allusion 典故rhetorical devices 修辞手法(rhetoric 修辞)figures of speech 修辞格intertextuality 互文性and hypertextuality 超文性:（Intertextuality is the shaping of texts‘ meanings by other texts. It can include an author‘s borrowing and transformation of a prior text.）Hypertextuality is a postmodern theory of the inter-connectedness of all literary works and their interpretation. The two are closely related to pastiche and parody. （―互文‖是局部的、个别的、零星的，―超文‖则是整体的、派生的、外化或异化的。
美国文学教案(2)American Literature
American LiteratureLecture One A brief outline of the courseI. Teaching objectives:through this lecture, the students are expected to have a general idea about the important authors and their most influential works, and the literary focus and achievements in different periods of the formation of the nation.II. Teaching focus: a brief introduction of:1. The background of different periods2. The major writers to be covered3. The important works that are going to be studiedIII. Teaching steps1. Ask students some general questions about American literature2. Lecture by the teacher3. Group discussion by the studentsIV. HomeworkWrite a short article about what you are expecting to learn from this course, what suggestions you have for this courseLecture Two Colonial PeriodI. Teaching objectives:through this lecture, the students are expected to have a general idea about the mission of the first group of Puritan immigrants to the New World, their perseverance in seeking their purpose, and the pervading spirit of Puritanism in the early communities.I.Teaching focus1. The mission of the Puritan immigrants to the New World2. Puritanism and its influence in all spheres of life in the early communities3. The religious poems by Anne BradstreetII.Teaching steps1.Warming-up questions1.1 What is the meaning of Puritan, what are the major characteristics of thePuritans1.2 Why did some Puritans left their own country and risked their lives tocross over the Atlantic Ocean and settle on the New World?1. 3 What is the meaning of theocracy?2.Points to be covered by the teacher2.1 A brief introduction about the Puritan from a historic perspective2.2 The missions of the first group of Puritans to the new world2.3 The situation in the communities of the early settlement2.4 The spirit of Puritanism and its impact on the building of the nation andpeople’s daily life during the colonial period.3.Read and analyze the poem “Upon the Burning of Our House” by AnneBradstreetIII.HomeworkRead the e-book: Research Guide to American Literature: Colonial Literature: 1607-1776Lecture Three: Edwards and FranklinI. Teaching objectivesIn this lecture, the students are expected to get some knowledge about the major point of Puritanism and Calvinism, and how Edwards and Franklin demonstrate different aspects of the spirit of PuritanismII. Teaching focus1. The major doctrine of Puritanism2. The major doctrine of Calvinism3. Benjamin Franklin4. Jonathan EdwardsIII. Teaching steps1. Warming-up questions for the students1.1 Do you know the original of original sin?1.2 Do you have any knowledge about John Calvin and the religious doctrines that he advocated?1.3 Do you know the well-story of Franklin’s flying of kite, and can you name some of his inventions?2. Points to be covered by the teacher2.1 the major doctrines of Puritanism and its profound impact on people’s daily life of the colonial period and literary endeavors for a long time2.2 the major doctrines of Calvinism and its pervading spirit of sin and evil2.3 the most famous self-made man in America, Benjamin Franklin, and his successful story which is the best example of the American Dream from a material perspective.2.4 the pious life of Jonathan Edwards and his influence on a group of writers called the Transcendentalists in the 1830s-40s3. Read and analyze certain passage from Benjamin Franklin’s AutobiographyIV. HomeworkRead the Autobiography of Benjamin Franklin and Sinners in the Hands of an Angry God by Jonathan EdwardsLecture Four American Romantic LiteratureI.Teaching objectivesThrough this lecture, students are expected to have a general idea about the following points: the relationship between American Romantic literature and that of Britain; the major writers and their works of American Romanticism. II.Teaching focus1.The major characteristics of American Romanticism2.Washing Irving and his short stories3.James Fenimore Cooper and his Leatherstocking TalesIII.Teaching steps1. Warming-up questions1.1 Washington Irving is called the Father of American Literature, what canpossibly denote by such honorary title?1.2 There is a very interesting anecdote concerning Cooper’s trying to writenovels by himself, have you ever heard that anecdote, and what is youropinion of such a personage?2. Points to be covered by the teacher2.1 a comparison between Romanticism in America and Britain2.2 Washington Irving’s literary creation and two of his most famouslegendary tales: Rip Van Winkle and Legend of the Sleepy Hollow2.3 Cooper’s Leatherstocking Tales and his importance as the builder of theAmerican myth3. Read and analyze some passages from Rip Van Winkle by WashingtonIrvingIV.HomeworkRead Irving’s Legend of the Sleepy Hollow and Cooper’s The Last MahicanLecture Five American Transcendentalist Literature(1) I.Teaching objectivesThrough this lecture, the students are expected to have a general idea about the following points: the spirit of the period; the major writers and their works. II.Teaching focus1. The sources and doctrines of Transcendentalism2. Emerson’s work and influence during the Transcendental periodIII.Teaching steps1.Points to be covered by the teacher1.1 the various sources of Transcendentalism, such as the idealisticphilosophy of Germany and France, and Oriental mysticism.1.2 the major features of Transcendentalism: Oversoul, importance ofindividual, and nature as symbolic of the Spirit or God.1.3 Emerson’s role in the Transcendentalist movement, the dean, the editor ofthe its major journal Dial, and the founder of the Transcendental club.1.4 Emerson’s Nature and The American Scholar, one is considered to be themanifesto of Transcendentalism, the other is considered to America’s declaration of intellectual independence.2.Read and analyze passages from Nature by Ralph EmersonIV.HomeworkRead TheAmerican Scholar by EmersonLecture Six American Transcendentalist Literature(2) I.Teaching objectivesThrough this lecture, students are expected to have a general idea about the following points: Thoreau and his experience; Thoreau’s masterpiece Walden II.Teaching focus1. Thoreau’s life experience2. Thoreau’s materialization of the doctrines of Transcendentalism in a smallhut on the bank of Walden pond3. The rediscovery and reevaluation of Walden in the twentieth centuryIII.Teaching steps1.Warming-up questionsDo you have any idea about what is Walden about?2.Points to be covered by the teacher2.1 Thoreau’s life style and the commentaries of his contemporaries to him2.2 rediscovery and reevaluation of Thoreau’s Walden in the twentiethcentury2.3 Walden and eco-criticism3. Read and analyze certain passages from WaldenIV.HomeworkRead Thoreau’s WaldenLecture Seven Hawthorne and MelvilleI. Teaching objectivesStudents are expected to learn something about the notorious Salem Witchcraft Trial and the major doctrines of Calvinism and their impacts on Hawthorne and his writings, they are also expected to know Melville’s profession as a sailor and the tremendous influence of his profession as a sailor on almost all his works.II. Teaching focus1.Hawthorne and his Scarlet Letter2.Melville and his Moby DickIII. Teaching steps1 warming up questions1.1 Do you have any knowledge about Moses’ten commandments in the Old Testament, and one of the commandments says that “Thou shaln’t commit adultery”, do you know the meaning of adultery?1.2 Say something about your understanding of alienation2.Points to be covered by the teacher2.1 A rough summary of Salem Witchcraft Trial of 1692 and the role played by oneof Hawthorn’s preeminent ancestors2.2 Hawthorne pervading sense of sin and evil and the reflection of these themes in almost all his works, either short stories or novels.2.3 Analysis of the four major characters in The Scarlet Letter2.4 Melville’s experience as a whaler on the sea and its influence on his works2.5 An analysis of his highly symbolic work Moby Dick3. Read and analyze certain passages from The Scarlet LetterIV. HomeworkRead the novel The Scarlet Letter and see the film adapted from this novel, and then make a comparison between themLecture Eight Whitman and DickinsonI. Teaching objectivesStudents are expected to have a general idea about Whitman and Dickinson and the differences between the theme and style of their poems.II. Teaching focus1.Whitman and his Song of Myself2.Dickinson and several of her poemsIII. Teaching steps1.Points to be covered by the teacher1.1 Whitman’s gregarious habit and the democratic tendency reflected in his Leaves of Grass1.2 The different evaluation of Leaves of Grass by Whitman’s contemporaries and critics of the twentieth century.1.3 Dickinson’s reclusive living habit and meditation on death and immortality1.4 Rediscovery and reevaluation of Dickinson’s poems in the twentieth century1.5 Whitman and Dickinson’s influence on American modern poetry2. Read and analyze certain passages from Leaves of Grass and some poems byDickinsonIV. HomeworkTry to write a short poem of Dickinsonian styleLecture Nine American Realist Literature (1)I. Teaching objectivesThrough this lecture, the students are expected to get some knowledge about the American Civil War and its impact on literary creation, and also the major doctrines and focus of American Realist literature.II. Teaching focus1. The American Civil War2. Doctrines and focus of American Realism3. William Dean Howells and his influence on the writings of other writers of thisPeriodIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze some passages from Criticism and Fiction by William DeanHowellsIV. HomeworkRead American Literary Realism by Barrish, Phillip Cambridge University Press, 2001Lecture Ten American Realist Literature (2)I. Teaching objectivesThrough this lecture, the students are expected to get familiar with the writings and some realist writers such as Henry James and Mark Twain.II. Teaching focus1. Henry James and his The Portrait of a Lady2. Mark Twain and his Adventure of Huckleberry FinnIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze certain passages from Call of the Wild by Jack LondonIV. HomeworkRead The Ambassadors by Henry James and Life on the Mississippi River by Mark TwainLecture Eleven American Naturalist Literature (1)I.Teaching objectivesThrough this lecture, the students are expected to have a general idea about how Zola’s naturalistic philosophy, Charles Darwin’s evolution theory and the industrialization of the United States brought about the alienation of man with nature, man with man, and man with society, and as a result, the flourish of naturalist literature that reflected these trends.II.Teaching focus1. The social background of naturalist period2. The major features of Naturalism3. The major naturalist writers and their worksIII.Teaching procedures1.Warming-up questions2.Lecture by the teacher3.Group discussion by the studentsIV.HomeworkRead American Naturalism by Bloom HaroldLecture Twelve American Naturalist Literature (2)I. Teaching objectivesThrough this lecture, the students are expected to get familiar with the major naturalistic writers and their representative works.II. Teaching focus1.Stephen Crane and his works2. Theodore Dreiser and his works3. Jack London and his worksIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze certain passages from Call of the Wild by Jack LondonIV. HomeworkRead The Red Badge of Courage by Crane, American Tragedy by Dreiser, and Martin Eden by Jack LondonLecture Thirteen Literature of the Lost Generation (1)I.Teaching objectivesThrough this lecture, the students are expected to have some knowledge about America’s role during the First World War, and the war’s impact on young people like Fitzgerald and Hemingway, and also the works that reflected the disillusion of the lost generation.II.Teaching focus1. The First World War and the Attitude of American youth toward the war2. The situation in America in the twenties of the 20th century3. Fitzgerald and his nearly autobiographical novelsIII.Teaching steps1.Warming-up questions2.Lecture by the teacher3. Read and analyze certain passages from The Great Gatsby by Fitzgerald IV.HomeworkRead Fitzgerald’s Great Gatsby and This Side of the ParadiseLecture Fourteen Literature of the Lost Generation (2) I.Teaching objectivesThrough this lecture, the students are expected to get some knowledge about the theme and style of the writings of Hemingway.II. Teaching focus1. Hemingway’s personal life2. His works3. His theory of “tip of an iceberg”III. Teaching steps1.Warming-up questions2.Lecture by the teacher3.Group discussion by the studentsIV. HomeworkRead Hemingway’s A Farewell to Arms and The Old Man and the SeaLecture Fifteen American Literature of the SouthI.Teaching objectivesThrough this lecture, the students are expected to have a general idea about the history and current reality of the American South, and the slavery system before the Civil War, and how these combined together affected the general spirit of the southern Americans.II.Teaching focus1. The history of the American South, with slavery system as its focal point2. The situation in the south of America after the civil war3. Faulkner and his fictional world epitomized in his Yoknapatawpha county III.Teaching procedures1.Warming-up questions2.Lecture by the teacher3. Read and analyze certain passages from the Sound and the Fury byFaulknerIV.HomeworkRead Go down, Moses by FaulknerSee the film Gone with the WindLecture Sixteen Post-war American Novel (1)I. Teaching objectivesStudents are expected to have some knowledge about the situation in America after World War II, and the impact and influence of the Cold War, the Vietnam War and McCarthyism on the American people as a whole and American writers as a special group, and the pessimism and skepticism reflected in their works.II. Teaching focus1.The general situation in America after World War II2.J.D.Salinger and his Catcher in the RyeIII. Teaching steps1.Warming up questions1.1 Say something about your knowledge of World War Two1.2 Say something about the Cold War and the Vietnam War2.Points to be covered by the teacher2.1 the impact of World War Two on the consciousness of American intellectuals 2.2 the pessimism reflected in the writings of American writers2.3 the life experience of J.D.Salinger2.4 the one work that makes Salinger immortal (Catcher in the Rye)3. Read and analyze certain passages of Catcher in the RyeIV. HomeworkRead the novel Catcher in the Rye after classLecture Seventeen Post-war American Novel (2)I. Teaching objectivesStudents are expected to have a general idea about the social, political and artistic life in America, and the decline of artistic creation in the traditional style and the emergence of modern and post-modern style which was demonstrated in the absurd, metafiction, and avant-gardism; and students are also expected to have some knowledge about some of the representative writers and their most influential works of this period, such as Kurt V onnegut and his Slaughterhouse- Five, and Joseph Heller and his Catch-22.II. Teaching focus1.Modernism and post-modernism demonstrated in literary works2.Joseph Heller and his Catch-22III. Teaching steps1.Warming up questions1.1 What is modernism? And what is post-modernism1.2 Have you ever heard Catch-22, what does it mean?2.Points to be covered by the teacher2.1 a brief introduction of modernism and post-modernism and their similarities and differences.2.2 a brief introduction of Kurt V onnegut and his Slaughterhouse- Five2.3 a brief introduction of Joseph Heller and his Catch-223.Read and analyze the passages that most represent a Catch-22 situationIV. HomeworkRead Catch-22 after classLecture Eighteen American Multi-ethnic LiteratureI.Teaching objectives1.Through this lecture, the students are expected to have a general idea aboutthe following points: a survey of the situation of American blacks from ahistorical perspective; the images of blacks in the works of whiteAmericanBlack writers and the major theme of their worksII.Teaching focus1. A survey of the situation of American Blacks and other minority peoplefrom a historical perspective2. The images of the minority people like American Indians and the blacks inthe works of white Americans3. Major black writers and other minority group writers and theirrepresentative worksIII.Teaching steps1.Warming-up questions1.1 Do you know anything about the Civil Rights Movement that occurred inthe 1950s-60s in America, and what were the things that minority groups such as the blacks and the American Indians were fighting for:1.2 What is the meaning of invisible, if it is used before man, what does itconnote?2.Points to be covered by the teacher2.1 A general introduction of the Civil Rights Movement in America duringthe 1950s-60s2.2 A general survey of the images of blacks and American Indians in theworks of the whites2.3 A general introduction of the most influential writers of minority groupsand their representative works3. Read and analyze certain passages from the Invisible ManIV.HomeworkRead Ralph Ellison’s Invisible Man。
美国文学课件2The Literature of the Revolutionary Period
Ⅰ. Historical Overview
The establishment of independent nationhood and federation
– The War of Independence (1775-1783) – The Declaration of Independence; the treaty of
– Franklin’s a primary figure in the rise of American pragmatism
– Created the cult of self-reliance
– Pragmatism: a term describing a doctrine that determines values through the test of consequences or utility
A scientist
philanthropist
diplomat
1. Franklin’s Accomplishments
Franklin’s contributions to American institutions
– Pennsylvania Hospital; – America’s first circulating library in
alliance with France; the Treaty of Paris and the Constitution – In 1789 George Washington was elected the first president
American Enlightenment
英语专业美国文学第二课教案
II. American Romanticism: 1. General characteristics: moral enthusiasm, faith in value of individualism, and intuitive perception, and a presumption that the natural world was a source of goodness and man’s societies a source of corruption. 2. American Romanticism culminated around the 1840s in what has come to be known as “New England Transcendentalism” or “American Renaissance”.
I. Biographical Introduction First distinguished American literary critic; the ancestor of the western decadent school; the father of the modern mystery and father of detective story in America. Sir Arthur Conan Doyle（1859-1930） the creator of Sherlock Holmes and the author of his adventures. II. His literary concept The Philosophy of Composition(1846) The Poetic Principle(1850): “Art for art’s sake” III. His works: Poetry; Gothic novels; detective stories IV. Gothic novel
美国文学教案American Literature
美国文学教案American Literature Title: American LiteratureGrade Level: High SchoolSubject: English Language ArtsTime Frame: 4-6 weeksObjective:- To introduce students to the major works and themes of American literature- To develop critical thinking and analytical skills through the study of American literature- To enhance students' understanding of the historical and cultural contexts of American literatureMaterials:- Textbooks or anthologies of American literature- Novels, short stories, poems, and plays by American authors- Internet access for research and multimedia resources- Writing materials (paper, pens, etc.)Procedure:1. Introduction to American Literature (1-2 days)- Begin by discussing the definition and importance of American literature.- Introduce students to the major periods and movements in American literature, such as the Colonial Period, Romanticism, Realism, and Modernism.- Provide an overview of key authors and their works from each period.2. Colonial and Revolutionary Periods (3-4 days)- Read and analyze excerpts from early American literature, such as the writings of John Smith, William Bradford, and Anne Bradstreet.- Discuss the themes and historical context of these works.- Have students write a short essay comparing and contrasting the writings of two different authors from this period.3. Romanticism and Transcendentalism (5-6 days)- Read and analyze works by Romantic and Transcendentalist authors, such as Ralph Waldo Emerson, Henry David Thoreau, and Edgar Allan Poe.- Discuss the themes of individualism, nature, and the supernatural in these works.- Assign a research project on a selected Romantic or Transcendentalist author, where students present their findings to the class.4. Realism and Naturalism (5-6 days)- Read and analyze works by Realist and Naturalist authors, such as Mark Twain, Kate Chopin, and Jack London.- Discuss the themes of social realism, the plight of the working class, and the impact of industrialization in these works.- Have students write a short story or create a visual representation depicting a realistic or naturalistic scene.5. Modernism and Postmodernism (5-6 days)- Read and analyze works by Modernist and Postmodernist authors, such as F. Scott Fitzgerald, Ernest Hemingway, and Toni Morrison.- Discuss the themes of disillusionment, identity, and the fragmentation of society in these works.- Assign a group project where students create a multimedia presentation on a selected Modernist or Postmodernist author.6. Culminating Project (3-4 days)- Have students choose an American author or literary movement and create a final project showcasing their understanding of the author's works or the movement's themes.- Projects can include essays, presentations, artwork, or performances.- Students present their projects to the class, followed by a class discussion and reflection on the overall study of American literature.Assessment:- Class participation and discussion- Written assignments (essays, short stories, etc.)- Research projects- Final culminating project。
美国文学教案2
Section 2 Summit of Romanticism –American TranscendentalismI. Background: four sources1. Unitarianism(1) Fatherhood of God(2) Brotherhood of men(3) Leadership of Jesus(4) Salvation by character (perfection of one’s character)(5) Continued progress of mankind(6) Divinity of mankind(7) Depravity of mankind2. Romantic IdealismCenter of the world is spirit, absolute spirit (Kant)3. Oriental mysticismCenter of the world is “oversoul”4. PuritanismEloquent expression in transcendentalismII. Appearance1836, “Nature” by EmersonIII. Features1. spirit/oversoul2. importance of individualism3. nature – symbol of spirit/Godgarment of the oversoul4. focus in intuition (irrationalism and subconsciousness)IV. Influence1. It served as an ethical guide to life for a young nation and brought about the idea that human can be perfected by nature. It stressed religious tolerance, called to throw off shackles of customs and traditions and go forward to the development of a new and distinctly American culture.2. It advocated idealism that was great needed in a rapidly expanded economy where opportunity often became opportunism, and the desire to “get on” obscured the moral necessity for rising to spiritual height.3. It helped to create the first American renaissance – one of the most prolific period in American literature.V. RalphWaldo Emerson1. life2. works(1) Nature(2) Two essays: The American Scholar, The Poet3. point of view(1) One major element of his philosophy is his firm belief in thetranscen dence of the “oversoul”.(2) He regards nature as the purest, and the most sanctifying moralinfluence on man, and advocated a direct intuition of a spiritual and immanent God in nature.(3) If man depends upon himself, cultivates himself and brings out the divine in himself, he can hope to become better and even perfect. This is what Emerson means by “the infinitude of man”.(4) Everyone should understand that he makes himself by making his world, and that he makes the world by making himself.4. aesthetic ideas(1) He is a complete man, an eternal man.(2) True poetry and true art should ennoble.(3) The poet should express his thought in symbols.(4) As to theme, Emerson called upon American authors to celebrate America which was to him a lone poem in itself.5. his influenceVI. Henry David Thoreau1. life2. works(1) A Week on the Concord and Merrimack River(2) Walden(3) A Plea for John Brown (an essay)3. point of view(1) He did not like the way a materialistic America was developing and was vehemently outspoken on the point.(2) He hated the human injustice as represented by the slavery system.(3) Like Emerson, but more than him, Thoreau saw nature as a genuine restorative, healthy influence on man’s spiritual well-being.(4) He has faith in the inner virtue and inward, spiritual grace of man.(5) He was very critical of modern civilization.(6) “Simplicity…simplify!”(7) He was sorely disgusted with “the inundations of the dirty institutions of men’s odd-fellow society”.(8) He has calm trust in the future and his ardent belief in a new generation of men.Section 3 Late RomanticismI. Nathaniel Hawthorne1. life2. works(1) Two collections of short stories: Twice-told Tales, Mosses from and Old Manse(2) The Scarlet Letter(3) The House of the Seven Gables(4) The Marble Faun3. point of view(1) Evil is at the core of human life, “that blackness in Hawthorne”(2) Whenever there is sin, there is punishment. Sin or evil can be passed from generation to generation (causality).(3) He is of the opinion that evil educates.(4) He has disgust in science.4. aesthetic ideas(1) He took a great interest in history and antiquity. To him these furnish the soil on which his mind grows to fruition.(2) He was convinced that romance was the predestined form of American narrative. To tell the truth and satirize and yet not to offend: That was what Hawthorne had in mind to achieve.5. style – typical romantic writer(1) the use of symbols(2) revelation of characters’ psychology(3) the use of supernatural mixed with the actual(4) his stories are parable (parable inform) – to teach a lesson(5) use of ambiguity to keep the reader in the world of uncertainty –multiple point of viewII. Herman Melville1. life2. works(1) Typee(2) Omio(3) Mardi(4) Redburn(5) White Jacket(6) Moby Dick(7) Pierre(8) Billy Budd3. point of view(1) He never seems able to say an affirmative yes to life: His is the attitude of “Everlasting Nay” (negative attitude towards life).(2) One of the major themes of his is alienation (far away from each other). Other themes: loneliness, suicidal individualism (individualism causing disaster and death), rejection and quest, confrontation of innocence and evil, doubts over the comforting 19c idea of progress4. style(1) Like Hawthorne, Melville manages to achieve the effect of ambiguity through employing the technique of multiple view of his narratives.(2) He tends to write periodic chapters.(3) His rich rhythmical prose and his poetic power have been profusely commented upon and praised.(4) His works are symbolic and metaphorical.(5) He includes many non-narrative chapters of factual background or description of what goes on board the ship or on the route (Moby Dick)。
美国文学(一)(二)教学大纲
《美国文学（一）（二）》教学大纲张立新编写英语专业课程教学大纲514 目录前言 (515)一、概述 (515)二、课程教学目的和基本要求 (515)三、课程主要内容及学时分配 (515)Unit One: Early American and Colonial Period to 1776 (518)Unit Two: Democratic Origins and Revolutionary Writers, 1776-1820 (522)Unit Three: The Romantic Period, 1820-1860: Essayists and Poets (524)Unit Four: The Romantic Period, 1820-1860: Fiction (526)Unit Five : The Rise of Realism: 1860-1914 (527)Unit Six: Modernism and Experimentation: 1914-1945 (529)Unit Seven :American Poetry Since 1945: The Anti-Tradition (532)Unit Eight :American Prose Since 1945: Realism and Experimentation (534)Unit Nine: Southern Literature (539)Unit Ten: African American Literature (540)Unit Eleven: Jewish American Literature (541)四、Reference Books (541)美国文学（一）（二）前言一、概述美国是世界上最年轻的国家之一。
在其短暂的历史上，涌现出无数有着深远影响的作家、文学运动或文学派别。
美国文坛，流派众多。
美国文学在短短时间内取得如此重大的成绩，成为学者关注的焦点和引人注目的问题。
美国文学教案American Literature
美国文学教案American Literature American Literature教案一、教案概述本教案旨在介绍美国文学的基本概念、发展历程、代表作品及其作者，以及相关的文学流派和主题。
通过本教案的学习，学生将能够深入了解美国文学的独特魅力和影响力，培养对美国文学的兴趣和欣赏能力。
二、教学目标1. 了解美国文学的基本概念和发展历程；2. 掌握美国文学的代表作品及其作者；3. 熟悉美国文学的主要流派和主题；4. 培养学生对美国文学的欣赏能力和批判思维。
三、教学内容1. 美国文学的定义和特点；2. 美国文学的发展历程；3. 美国文学的代表作品及其作者；4. 美国文学的流派和主题；5. 美国文学的影响和意义。
四、教学步骤Step 1: 引入（10分钟）通过引入相关的美国文学作品或作者，激发学生对美国文学的兴趣，引导学生思考美国文学的重要性和影响。
Step 2: 美国文学的定义和特点（20分钟）讲解美国文学的定义和特点，包括其与其他国家文学的区别和独特性。
引导学生思考美国文学的背景和社会文化环境对其发展的影响。
Step 3: 美国文学的发展历程（30分钟）介绍美国文学的发展历程，包括殖民地时期、独立战争时期、浪漫主义时期、现实主义时期、现代主义时期等。
通过分析不同时期的作品和作者，让学生了解不同时期的文学风格和主题。
Step 4: 美国文学的代表作品及其作者（40分钟）详细介绍美国文学的代表作品及其作者，包括但不限于以下作品：- 《哈克贝利·费恩历险记》（Mark Twain）- 《傲慢与偏见》（Jane Austen）- 《了不起的盖茨比》（F. Scott Fitzgerald）- 《杀死一只知更鸟》（Harper Lee）- 《老人与海》（Ernest Hemingway）- 《钢铁是怎样炼成的》（Aleksandr Solzhenitsyn）- 《麦田里的守望者》（J.D. Salinger）通过阅读和讨论这些作品，让学生对美国文学的经典作品有更深入的了解。
美国文学2
美国文学课程简介1.美国文学是一门专业英语高年级开设的专业知识课，是一门必修课程。
2.设置本课程的目的和要求：美国文学课程的目的是培养学生阅读、欣赏、理解英语文学原著的能力，掌握文学批评的基本知识和方法。
通过阅读和作品分析，促进学生语言基本功和人文素质的提高，增强学生对西方文化的了解。
总体来讲，英语专业课程分为英语专业技能，英语专业知识和相关专业知识三种类型。
美国文学课程是英语专业知识课程中比较重要的课程，一般在大四年级开设，按周学时统计，需两个学期完成。
3.美国文学课程内容大体分为两部分：文学史部分和文学作品选读部分。
文学史部分从美国历史、语言、文化发展的角度，简要介绍美国文学各个历史断代的主要历史背景、文化思潮、文学流派、社会政治、经济、文化、等对文学发展的影响；主要作家的文学生涯、创作思想、艺术特色及其代表作品的主题结构、人物刻画、语言风格、思想意义等；选读部分主要节选了美国文学史上各个时期重要作家代表作品，包括诗歌、戏剧、小说、散文等。
二、具体教学内容第一章殖民时期的文学(2 学时)1.教学目的和教学基本要求通过这一部分内容的学习，了解美国文学的起始可追溯到早期北美殖民主义时期。
尽管这一时期的文学并不发达，主要以模仿为主，没有自己的鲜明特点，但那时的政治，经济和社会发展对美国文学的形成还是有很大的影响。
例如：当年来美洲大陆移民的人基本上属于两种人，一类是为逃避国内政治迫害，追求宗教自由的英国清教徒，他们来到新英格兰地区，扎根发展；另一类是谋求发财致富的欧洲平民百姓，包括野心勃勃的冒险家。
不论是哪一种人都相信在新大陆都可以得到自由平等的待遇，都有机会实现自己的理想。
这种观点使“美国梦”成为日后美国文学的永恒主题。
清教主义有关人生来有罪及上帝主宰一切等思想也影响了美国作家不断去思考人性与原罪、人与上帝的关系。
由于这一时期文学不很发达，主要文学形式多为讲经布道之作，也有游记、书信等其他文学作品。
大学美国文学教案设计
课时：2课时教学目标：1. 了解美国文学的历史背景和主要流派。
2. 熟悉美国文学的代表作及其作者。
3. 培养学生对美国文学的兴趣和鉴赏能力。
教学重点：1. 美国文学的历史背景和主要流派。
2. 美国文学的代表作及其作者。
教学难点：1. 美国文学的历史背景和主要流派。
2. 美国文学的代表作及其作者。
教学准备：1. 教师准备：美国文学教材、多媒体课件、相关图片和视频资料。
2. 学生准备：预习教材，了解美国文学的历史背景和主要流派。
教学过程：第一课时一、导入1. 教师简要介绍美国文学的历史背景和主要流派。
2. 学生分享自己预习的心得体会。
二、课堂讲解1. 美国文学的历史背景（1）介绍美国独立战争、南北战争等重大历史事件对美国文学的影响。
（2）阐述美国文学的发展阶段，如浪漫主义、现实主义、现代主义等。
2. 美国文学的主要流派（1）浪漫主义：以惠特曼、朗费罗等为代表。
（2）现实主义：以马克·吐温、杰克·伦敦等为代表。
（3）现代主义：以海明威、福克纳等为代表。
三、案例分析1. 以《草叶集》为例，分析惠特曼的浪漫主义风格。
2. 以《汤姆·索亚历险记》为例，分析马克·吐温的现实主义风格。
四、课堂小结1. 总结美国文学的历史背景和主要流派。
2. 强调美国文学的代表作及其作者。
第二课时一、复习导入1. 回顾上节课所学内容，引导学生对美国文学有更深入的了解。
2. 学生分享自己对美国文学的感悟。
二、课堂讲解1. 美国文学的代表作及其作者（1）介绍美国文学的代表作，如《草叶集》、《汤姆·索亚历险记》、《老人与海》等。
（2）阐述代表作的作者及其代表作，如惠特曼的《草叶集》、马克·吐温的《汤姆·索亚历险记》、海明威的《老人与海》等。
2. 美国文学的特色（1）探讨美国文学的语言风格、题材选择、人物塑造等方面的特色。
（2）分析美国文学对美国社会和文化的影响。
三、课堂讨论1. 学生分组讨论，分析美国文学的代表作及其作者。
[英语学习]美国文学电子教案
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美国文学电子教案第一章：美国文学概述1.1 教学目标了解美国文学的发展历程掌握美国文学的重要作家和作品分析美国文学的特点和影响1.2 教学内容美国文学的历史背景和发展阶段美国文学的重要作家和作品介绍美国文学的特点和影响因素1.3 教学活动引入讨论：美国文学的发展历程讲解示例：美国文学的重要作家和作品小组讨论：分析美国文学的特点和影响1.4 教学资源美国文学的发展历程PPT美国文学作家和作品介绍PPT美国文学特点和影响因素PPT1.5 作业与评估学生课后阅读美国文学作品第二章：殖民时期与早期美国文学2.1 教学目标了解殖民时期与早期美国文学的特点和主题掌握殖民时期与早期美国文学的重要作家和作品分析殖民时期与早期美国文学对社会的影响2.2 教学内容殖民时期与早期美国文学的历史背景和发展殖民时期与早期美国文学的重要作家和作品介绍殖民时期与早期美国文学的主题和影响2.3 教学活动引入讨论：殖民时期与早期美国文学的特点讲解示例：殖民时期与早期美国文学的重要作家和作品小组讨论：分析殖民时期与早期美国文学对社会的影响2.4 教学资源殖民时期与早期美国文学的发展PPT殖民时期与早期美国文学作家和作品介绍PPT殖民时期与早期美国文学主题和影响PPT2.5 作业与评估学生课后阅读殖民时期与早期美国文学作品第三章：浪漫主义时期与美国文学3.1 教学目标了解浪漫主义时期美国文学的特点和主题掌握浪漫主义时期美国文学的重要作家和作品分析浪漫主义时期美国文学对社会的影响3.2 教学内容浪漫主义时期美国文学的历史背景和发展浪漫主义时期美国文学的重要作家和作品介绍浪漫主义时期美国文学的主题和影响3.3 教学活动引入讨论：浪漫主义时期美国文学的特点讲解示例：浪漫主义时期美国文学的重要作家和作品小组讨论：分析浪漫主义时期美国文学对社会的影响3.4 教学资源浪漫主义时期美国文学的发展PPT浪漫主义时期美国文学作家和作品介绍PPT浪漫主义时期美国文学主题和影响PPT3.5 作业与评估学生课后阅读浪漫主义时期美国文学作品第四章：现实主义时期与美国文学4.1 教学目标了解现实主义时期美国文学的特点和主题掌握现实主义时期美国文学的重要作家和作品分析现实主义时期美国文学对社会的影响4.2 教学内容现实主义时期美国文学的历史背景和发展现实主义时期美国文学的重要作家和作品介绍现实主义时期美国文学的主题和影响4.3 教学活动引入讨论：现实主义时期美国文学的特点讲解示例：现实主义时期美国文学的重要作家和作品小组讨论：分析现实主义时期美国文学对社会的影响4.4 教学资源现实主义时期美国文学的发展PPT现实主义时期美国文学作家和作品介绍PPT现实主义时期美国文学主题和影响PPT4.5 作业与评估学生课后阅读现实主义时期美国文学作品第五章：现代主义时期与美国文学5.1 教学目标了解现代主义时期美国文学的特点和主题掌握现代主义时期美国文学的重要作家和作品分析现代主义时期美国文学对社会的影响5.2 教学内容现代主义时期美国文学的历史背景和发展现代主义时期美国文学的重要作家和作品介绍现代主义时期美国文学的主题和影响5.3 教学活动引入讨论：现代主义时期美国文学的特点讲解示例：现代主义时期美国文学的重要作家和作品小组讨论：分析现代主义时期美国文学对社会的影响5.4 教学资源现代主义时期美国文学的发展PPT现代主义第六章：当代美国文学与美国多元文化6.1 教学目标了解当代美国文学的特点和主题掌握当代美国文学的重要作家和作品分析当代美国文学与美国多元文化的关系6.2 教学内容当代美国文学的历史背景和发展当代美国文学的重要作家和作品介绍当代美国文学与美国多元文化的关系6.3 教学活动引入讨论：当代美国文学的特点讲解示例：当代美国文学的重要作家和作品小组讨论：分析当代美国文学与美国多元文化的关系6.4 教学资源当代美国文学的发展PPT当代美国文学作家和作品介绍PPT当代美国文学与美国多元文化关系PPT6.5 作业与评估学生课后阅读当代美国文学作品第七章：美国戏剧与剧本创作7.1 教学目标了解美国戏剧的发展历程和特点掌握美国戏剧的重要作家和作品学习剧本创作的基本技巧7.2 教学内容美国戏剧的历史背景和发展美国戏剧的重要作家和作品介绍剧本创作的基本技巧和要素7.3 教学活动引入讨论：美国戏剧的特点和影响讲解示例：美国戏剧的重要作家和作品小组讨论：分析剧本创作的基本技巧实践活动：学生进行剧本创作练习7.4 教学资源美国戏剧的发展PPT美国戏剧作家和作品介绍PPT剧本创作基本技巧PPT7.5 作业与评估学生课后阅读美国戏剧作品学生提交剧本创作练习第八章：美国诗歌与诗歌创作8.1 教学目标了解美国诗歌的发展历程和特点掌握美国诗歌的重要作家和作品学习诗歌创作的基本技巧8.2 教学内容美国诗歌的历史背景和发展美国诗歌的重要作家和作品介绍诗歌创作的基本技巧和要素8.3 教学活动引入讨论：美国诗歌的特点和影响讲解示例：美国诗歌的重要作家和作品小组讨论：分析诗歌创作的基本技巧实践活动：学生进行诗歌创作练习8.4 教学资源美国诗歌的发展PPT美国诗歌作家和作品介绍PPT诗歌创作基本技巧PPT8.5 作业与评估学生课后阅读美国诗歌作品学生提交诗歌创作练习第九章：美国非小说类文学与社会批评9.1 教学目标了解美国非小说类文学的特点和主题掌握美国非小说类文学的重要作家和作品分析美国非小说类文学对社会批评的作用9.2 教学内容美国非小说类文学的历史背景和发展美国非小说类文学的重要作家和作品介绍美国非小说类文学的主题和社会批评9.3 教学活动引入讨论：美国非小说类文学的特点讲解示例：美国非小说类文学的重要作家和作品小组讨论：分析美国非小说类文学对社会批评的作用9.4 教学资源美国非小说类文学的发展PPT美国非小说类文学作家和作品介绍PPT美国非小说类文学主题和社会批评PPT9.5 作业与评估学生课后阅读美国非小说类文学作品第十章：美国文学研究方法与学术写作10.1 教学目标了解美国文学研究的方法和技巧掌握美国文学学术写作的基本原则分析美国文学研究的学术价值和意义10.2 教学内容美国文学研究的方法和技巧介绍美国文学学术写作的基本原则和要素美国文学研究的学术价值和意义探讨10.3 教学活动引入讨论：美国文学研究的重要性讲解示例：美国文学研究的方法和技巧小组讨论：分析美国文学学术写作的基本原则实践活动：学生进行美国文学研究写作练习10.4 教学资源美国文学研究方法和技巧PPT美国文学学术写作基本原则PPT美国文学研究学术价值PPT10.5 作业与评估学生课后进行美国文学研究写作练习学生提交研究论文或报告第十一章：美国南方文学与种族、阶级冲突11.1 教学目标了解美国南方文学的特点和主题掌握美国南方文学的重要作家和作品分析美国南方文学与种族、阶级冲突的关系11.2 教学内容美国南方文学的历史背景和发展美国南方文学的重要作家和作品介绍美国南方文学与种族、阶级冲突的关系11.3 教学活动引入讨论：美国南方文学的特点讲解示例：美国南方文学的重要作家和作品小组讨论：分析美国南方文学与种族、阶级冲突的关系11.4 教学资源美国南方文学的发展PPT美国南方文学作家和作品介绍PPT美国南方文学与种族、阶级冲突关系PPT11.5 作业与评估学生课后阅读美国南方文学作品第十二章：美国女性文学与性别歧视12.1 教学目标了解美国女性文学的特点和主题掌握美国女性文学的重要作家和作品分析美国女性文学与性别歧视的关系12.2 教学内容美国女性文学的历史背景和发展美国女性文学的重要作家和作品介绍美国女性文学与性别歧视的关系12.3 教学活动引入讨论：美国女性文学的特点讲解示例：美国女性文学的重要作家和作品小组讨论：分析美国女性文学与性别歧视的关系12.4 教学资源美国女性文学的发展PPT美国女性文学作家和作品介绍PPT美国女性文学与性别歧视关系PPT12.5 作业与评估学生课后阅读美国女性文学作品第十三章：美国少数族裔文学与文化认同13.1 教学目标了解美国少数族裔文学的特点和主题掌握美国少数族裔文学的重要作家和作品分析美国少数族裔文学与文化认同的关系13.2 教学内容美国少数族裔文学的历史背景和发展美国少数族裔文学的重要作家和作品介绍美国少数族裔文学与文化认同的关系13.3 教学活动引入讨论：美国少数族裔文学的特点讲解示例：美国少数族裔文学的重要作家和作品小组讨论：分析美国少数族裔文学与文化认同的关系13.4 教学资源美国少数族裔文学的发展PPT美国少数族裔文学作家和作品介绍PPT美国少数族裔文学与文化认同关系PPT13.5 作业与评估学生课后阅读美国少数族裔文学作品第十四章：美国现代主义文学与心理探索14.1 教学目标了解美国现代主义文学的特点和主题掌握美国现代主义文学的重要作家和作品分析美国现代主义文学与心理探索的关系14.2 教学内容美国现代主义文学的历史背景和发展美国现代主义文学的重要作家和作品介绍美国现代主义文学与心理探索的关系14.3 教学活动引入讨论：美国现代主义文学的特点讲解示例：美国现代主义文学的重要作家和作品小组讨论：分析美国现代主义文学与心理探索的关系14.4 教学资源美国现代主义文学的发展PPT美国现代主义文学作家和作品介绍PPT美国现代主义文学与心理探索关系PPT14.5 作业与评估学生课后阅读美国现代主义文学作品第十五章：美国后现代主义文学与解构主义15.1 教学目标了解美国后现代主义文学的特点和主题掌握美国后现代主义文学的重要作家和作品分析美国后现代主义文学与解构主义的关系15.2 教学内容美国后现代主义文学的历史背景和发展美国后现代主义文学的重要作家和作品介绍美国后现代主义文学与解构主义的关系15.3 教学活动引入讨论：美国后现代主义文学的特点讲解示例：美国后现代主义文学的重要作家和作品小组讨论：分析美国后现代主义文学与解构主义的关系15.4 教学资源美国后现代主义文学的发展PPT美国后现代重点和难点解析本文主要介绍了美国文学的电子教案，涵盖了从殖民时期到后现代主义时期的不同文学流派和作家作品。
美国文学电子教案2
The New Ideas Outside America
Rousseau, in his famous Social Contract, for example, declared to a bewildered world that man is by nature good and free. Alexander Pope wrote in his Essay on Man the famous line, "The proper study of mankind is man." The encyclopedists like Diderot (1713-1784) brought out their 35-volume monumental encyclopedia to offer a rational explanation of the universe, to celebrate Newton's discoveries and all the advances of science, to show what man's reason can achieve. The idea of order became the watchword of the day. Everything fell into some order, like Newton's "clock," and all had a place in the divine plan. All these ideas were very much in the air in America then, and no one represented them better than Benjamin Franklin. With Franklin as its spokesman, eighteen-century America experienced an age of enlightenment, reason, and order like England and Europe.
[英语学习]美国文学电子教案
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美国文学电子教案第一章：美国文学概述1.1 教学目标了解美国文学的发展历程掌握美国文学的重要时期和代表作品理解美国文学的特点和影响1.2 教学内容美国文学的历史背景和发展脉络美国文学的重要时期和代表作家美国文学的特点和影响1.3 教学活动引入讨论：美国文学的发展历程教师讲解：美国文学的重要时期和代表作品学生展示：美国文学的特点和影响1.4 作业与评估学生写一篇关于美国文学发展历程的短文学生参与课堂讨论，提出问题和观点第二章：美国独立战争与早期文学2.1 教学目标了解美国独立战争对美国文学的影响掌握美国早期文学的特点和代表作品理解美国早期文学的意义和价值2.2 教学内容美国独立战争对美国文学的影响美国早期文学的特点和代表作品美国早期文学的意义和价值2.3 教学活动引入讨论：美国独立战争对文学的影响教师讲解：美国早期文学的特点和代表作品学生展示：美国早期文学的意义和价值2.4 作业与评估学生写一篇关于美国早期文学的短文学生参与课堂讨论，提出问题和观点第三章：浪漫主义文学3.1 教学目标了解浪漫主义文学在美国的发展和特点掌握美国浪漫主义文学的代表作家和作品理解浪漫主义文学对美国文学的影响和意义3.2 教学内容浪漫主义文学在美国的发展和特点美国浪漫主义文学的代表作家和作品浪漫主义文学对美国文学的影响和意义3.3 教学活动引入讨论：浪漫主义文学在美国的发展教师讲解：美国浪漫主义文学的代表作家和作品学生展示：浪漫主义文学对美国文学的影响和意义3.4 作业与评估学生写一篇关于美国浪漫主义文学的短文学生参与课堂讨论，提出问题和观点第四章：现实主义文学4.1 教学目标了解美国现实主义文学的特点和代表作品掌握美国现实主义文学的重要作家和作品理解现实主义文学对美国文学的影响和意义4.2 教学内容美国现实主义文学的特点和代表作品美国现实主义文学的重要作家和作品现实主义文学对美国文学的影响和意义4.3 教学活动引入讨论：美国现实主义文学的特点教师讲解：美国现实主义文学的重要作家和作品学生展示：现实主义文学对美国文学的影响和意义4.4 作业与评估学生写一篇关于美国现实主义文学的短文学生参与课堂讨论，提出问题和观点第五章：现代主义文学5.1 教学目标了解美国现代主义文学的特点和代表作品掌握美国现代主义文学的重要作家和作品理解现代主义文学对美国文学的影响和意义5.2 教学内容美国现代主义文学的特点和代表作品美国现代主义文学的重要作家和作品现代主义文学对美国文学的影响和意义5.3 教学活动引入讨论：美国现代主义文学的特点教师讲解：美国现代主义文学的重要作家和作品学生展示：现代主义文学对美国文学的影响和意义5.4 作业与评估学生写一篇关于美国现代主义文学的短文学生参与课堂讨论，提出问题和观点第六章：当代美国文学6.1 教学目标了解当代美国文学的特点和发展趋势掌握当代美国文学的重要作家和代表作品理解当代美国文学对社会和文化的影响6.2 教学内容当代美国文学的特点和发展趋势当代美国文学的重要作家和代表作品当代美国文学对社会和文化的影响6.3 教学活动引入讨论：当代美国文学的发展趋势教师讲解：当代美国文学的重要作家和代表作品学生展示：当代美国文学对社会和文化的影响6.4 作业与评估学生写一篇关于当代美国文学的短文学生参与课堂讨论，提出问题和观点第七章：非裔美国文学7.1 教学目标了解非裔美国文学的历史和特点掌握非裔美国文学的重要作家和代表作品理解非裔美国文学对美国文学的贡献和意义7.2 教学内容非裔美国文学的历史和特点非裔美国文学的重要作家和代表作品非裔美国文学对美国文学的贡献和意义7.3 教学活动引入讨论：非裔美国文学的历史和特点教师讲解：非裔美国文学的重要作家和代表作品学生展示：非裔美国文学对美国文学的贡献和意义7.4 作业与评估学生写一篇关于非裔美国文学的短文学生参与课堂讨论，提出问题和观点第八章：美国戏剧和戏剧理论8.1 教学目标了解美国戏剧的发展历程和特点掌握美国戏剧的重要剧作家和代表作品理解戏剧理论对美国戏剧的影响和意义8.2 教学内容美国戏剧的发展历程和特点美国戏剧的重要剧作家和代表作品戏剧理论对美国戏剧的影响和意义8.3 教学活动引入讨论：美国戏剧的发展历程和特点教师讲解：美国戏剧的重要剧作家和代表作品学生展示：戏剧理论对美国戏剧的影响和意义8.4 作业与评估学生写一篇关于美国戏剧的短文学生参与课堂讨论，提出问题和观点第九章：美国诗歌和诗歌理论9.1 教学目标了解美国诗歌的发展历程和特点掌握美国诗歌的重要诗人和代表作品理解诗歌理论对美国诗歌的影响和意义9.2 教学内容美国诗歌的发展历程和特点美国诗歌的重要诗人和代表作品诗歌理论对美国诗歌的影响和意义9.3 教学活动引入讨论：美国诗歌的发展历程和特点教师讲解：美国诗歌的重要诗人和代表作品学生展示：诗歌理论对美国诗歌的影响和意义9.4 作业与评估学生写一篇关于美国诗歌的短文学生参与课堂讨论，提出问题和观点第十章：美国文学的研究方法10.1 教学目标了解美国文学研究的常用方法和理论掌握美国文学研究的学术资源和工具理解美国文学研究的意义和挑战10.2 教学内容美国文学研究的常用方法和理论美国文学研究的学术资源和工具美国文学研究的意义和挑战10.3 教学活动引入讨论：美国文学研究的意义和挑战教师讲解：美国文学研究的常用方法和理论学生展示：美国文学研究的学术资源和工具10.4 作业与评估学生写一篇关于美国文学研究方法的报告学生参与课堂讨论，提出问题和观点重点和难点解析在上述美国文学电子教案中，有几个环节是值得重点关注的。
大学美国文学教案设计方案
一、课程名称美国文学二、课程目标1. 了解美国文学的发展历程，掌握美国文学的重要作家和作品。
2. 培养学生对美国文学的兴趣，提高文学鉴赏能力。
3. 增强学生的跨文化意识，拓宽国际视野。
4. 培养学生的批判性思维和创新能力。
三、课程内容1. 美国文学概述- 美国文学的起源与发展- 美国文学的流派与特点2. 美国文学重要作家与作品- 殖民时期文学- 殖民时期文学的产生背景- 代表作家：约翰·班扬、安妮·布拉德斯特里特等- 美国独立战争时期文学- 美国独立战争时期的文学特点- 代表作家：托马斯·潘恩等- 美国浪漫主义文学- 美国浪漫主义文学的起源与发展- 代表作家：沃尔特·惠特曼、纳撒尼尔·霍桑等- 美国现实主义文学- 美国现实主义文学的起源与发展- 代表作家：马克·吐温、亨利·詹姆斯等- 美国现代主义文学- 美国现代主义文学的起源与发展- 代表作家：欧内斯特·海明威、弗朗西斯·斯科特·菲茨杰拉德等 - 美国当代文学- 美国当代文学的起源与发展- 代表作家：托妮·莫里森、乔伊斯·卡罗尔·欧茨等3. 美国文学与文化- 美国文学与宗教- 美国文学与社会- 美国文学与种族- 美国文学与性别四、教学方法1. 讲授法：系统讲解美国文学的发展历程、重要作家与作品、文化背景等。
2. 讨论法：组织学生进行课堂讨论，提高学生的批判性思维和创新能力。
3. 案例分析法：选取具有代表性的作品，引导学生进行深入分析。
4. 角色扮演法：让学生扮演作品中的角色，提高学生的文学鉴赏能力。
5. 翻译与写作：让学生翻译美国文学作品，提高学生的语言表达能力。
五、教学进度安排1. 第1-2周：美国文学概述2. 第3-4周：殖民时期文学3. 第5-6周：美国独立战争时期文学4. 第7-8周：美国浪漫主义文学5. 第9-10周：美国现实主义文学6. 第11-12周：美国现代主义文学7. 第13-14周：美国当代文学8. 第15-16周：美国文学与文化六、考核方式1. 课堂参与：占总成绩的30%2. 课堂讨论：占总成绩的20%3. 期末论文：占总成绩的40%4. 平时作业：占总成绩的10%七、教学资源1. 教材：《美国文学史》2. 教学课件3. 美国文学作品选集4. 网络资源通过本课程的学习，使学生全面了解美国文学的发展历程，提高文学鉴赏能力，拓宽国际视野，为今后的学术研究和文学创作打下坚实基础。
大学美国文学教案模板范文
课程名称：美国文学史授课对象：大学本科二年级课时安排：2课时教学目标：1. 了解殖民地时期美国文学产生的社会及文化背景。
2. 掌握新英格兰文学的特点和代表作品。
3. 深入理解清教主义思想对文学创作的影响。
4. 分析安妮·布拉德斯特里特和爱德华·泰勒的诗歌创作。
教学重点：1. 殖民地时期美国文学的社会及文化背景。
2. 新英格兰文学的特点和代表作品。
3. 清教主义思想对文学创作的影响。
教学难点：1. 清教主义思想在文学作品中的具体体现。
2. 安妮·布拉德斯特里特和爱德华·泰勒诗歌的鉴赏。
教学过程：一、导入1. 介绍殖民地时期美国文学的历史背景，引导学生了解殖民时期美国文学的重要性。
2. 提出问题：殖民时期美国文学产生的社会及文化背景有哪些？二、讲授新课1. 殖民地时期美国文学产生的社会及文化背景- 殖民地时期的地理环境、宗教信仰、文化传承等因素对文学创作的影响。
- 殖民地时期美国文学的独特性及其与欧洲文学的联系与区别。
2. 新英格兰文学- 新英格兰文学的特点：清教主义思想、宗教色彩浓厚、语言简练、注重道德教化。
- 代表作品：《弗吉尼亚日记》、《新英格兰诗集》等。
3. 清教主义思想对文学创作的影响- 清教主义思想对作家价值观、人生观的影响。
- 清教主义思想在文学作品中的具体体现。
4. 安妮·布拉德斯特里特和爱德华·泰勒的诗歌创作- 分析安妮·布拉德斯特里特的诗歌《致上帝的祈祷》和《致儿子》。
- 分析爱德华·泰勒的诗歌《基督徒的忧愁》。
三、课堂讨论1. 结合所学内容，讨论清教主义思想对殖民地时期美国文学的影响。
2. 分析安妮·布拉德斯特里特和爱德华·泰勒诗歌的异同。
四、总结1. 总结殖民地时期美国文学的特点及代表作品。
2. 强调清教主义思想对文学创作的影响。
五、课后作业1. 阅读安妮·布拉德斯特里特和爱德华·泰勒的诗歌，撰写一篇鉴赏文章。
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The New Ideas Outside America
Rousseau, in his famous Social Contract, for example, declared to a bewildered world that man is by nature good and free. Alexander Pope wrote in his Essay on Man the famous line, "The proper study of mankind is man." The encyclopedists like Diderot (1713-1784) brought out their 35-volume monumental encyclopedia to offer a rational explanation of the universe, to celebrate Newton's discoveries and all the advances of science, to show what man's reason can achieve. The idea of order became the watchword of the day. Everything fell into some order, like Newton's "clock," and all had a place in the divine plan. All these ideas were very much in the air in America then, and no one represented them better than Benjamin Franklin. With Franklin as its spokesman, eighteen-century America experienced an age of enlightenment, reason, and order like England and Europe.
Enlightenment
Enlightenment was an intellectual movement whose rationalistic spirit inspired American men of letters and brought them into a new horizon beyond the limitation of prevailing Puritanism.
American Revolution
American Revolution led the nation to independence and exerted on the development of American society an influence greater and more enduring than any historical event in the preceding American history.
American Thinking during This Period
Eighteenth-century American thinking was dominated, by and large, by two basic patterns of thought. Toward the latter part of the seventeenth century, a completely new view of the universe came into being. With the publication of Newton’s “Philosophiae Naturalis Principia Mathematica” in which his laws of motion and the idea of universal gravitation were embodied, the universe became, in the minds of thinking people, something mechanical, like a clock, subject, instead of to the close supervision of God, to certain physical and mechanical laws. This gave rise to a whole set of new ideas and philosophies, predominant among which was deism(自然 神论).
The Attitude of America toward Britain
The restless, growing American states could not accept this design for their future. If they had been given real liberty to order their own lives and develop their economic growth, Americans might have been willing to remain loosely associated with the mother country. However, short-sighted British policies continued to stir colonial unrest.
Calvinism :Jonathan Edwards
Constantly in collision with these ideas were the persistent Calvinist beliefs and tenets(原理) that man was, since the Fall, basically evil and enslaved by his sense of sin, and that God was all, and would in His mercy and love work for man’s salvation, but as for man, all he could do (if ever there was anything he could do) was to worship the Almighty and hope. Though Newton’s idea was very influential over the minds of the peoinist position did not seem to be dead. The best testimony that it was still, on the contrary, very much alive was the “Great Awakening” in North America, in fact a series of religious revivals which occurred in the 1730s and 1740s, Jonathan Edwards was probably the last great voice that was ever heard in America to reassert(重复主张) the Calvinist stance(立场) so as to bring the people back to its fold.
Mid-eighteenth Century Colonial America
By the mid-eighteenth century colonial America was no longer a group of scattered, struggling settlements. It was a series of neighboring, flourishing colonies with rapidly expanding, mixed populations. The word “state”, which suggests as independent government, was beginning to replace “colony” in the people’s thinking—an important sign of the political trend.
The Attitude of America toward Britain
In the seventies of the 18th century the English colonies in North America rose in arms against their mother country. The War for Independence lasted for eight years (1776-1783) and ended in the formation of a Federative bourgeois democratic republic—the United States of America.
Important Political and Literary Figures
The two revolutions produced a number of outstanding, such as Benjamin Franklin, Thomas Paine, and Thomas Jefferson whose literary talent enabled them to be political leaders with more dynamic, and even made literature become part of the revolution.
The New Ideas Outside America