美国文学教案
美国文学作文教学教案模板
一、教学目标1. 培养学生对美国文学作品的阅读兴趣和鉴赏能力。
2. 提高学生的英语写作水平，使其能够运用英语表达对美国文学作品的看法和思考。
3. 增强学生的跨文化交际意识，了解美国文学背景和文化特点。
二、教学对象本教案适用于高中英语或大学英语专业学生。
三、教学课时2课时四、教学重点与难点1. 重点：对美国文学作品的阅读、理解、分析及英语写作技巧。
2. 难点：如何引导学生深入挖掘作品内涵，运用英语进行创作。
五、教学准备1. 教师准备：美国文学作品选读材料、PPT、作文评分标准。
2. 学生准备：预习美国文学作品，准备好相关笔记。
六、教学过程第一课时：1. 导入（1）教师简要介绍美国文学的发展历程，激发学生的兴趣。
（2）展示美国文学作品的相关图片，让学生对作品有一个直观的印象。
2. 阅读与讨论（1）学生分组阅读美国文学作品，如《老人与海》、《麦田里的守望者》等。
（2）各小组讨论作品的主题、人物形象、写作技巧等，分享阅读心得。
3. 课堂写作（1）教师根据作品内容，设定一个与作品相关的写作主题。
（2）学生运用英语进行作文创作，教师巡视指导。
4. 课堂展示与评价（1）学生展示自己的作文，其他同学进行评价。
（2）教师点评作文，指出优点和不足，给予修改建议。
第二课时：1. 复习与总结（1）教师回顾上一节课的内容，总结美国文学作品的写作特点。
（2）学生分享自己在写作过程中的心得体会。
2. 课后作业（1）学生根据所学知识，选取一部美国文学作品进行深入阅读。
（2）完成一篇关于该作品的作文，要求语言流畅、观点明确。
3. 课堂写作（1）教师根据课后作业内容，设定一个与作品相关的写作主题。
（2）学生运用英语进行作文创作，教师巡视指导。
4. 课堂展示与评价（1）学生展示自己的作文，其他同学进行评价。
（2）教师点评作文，指出优点和不足，给予修改建议。
七、教学反思1. 关注学生的阅读兴趣，引导学生深入挖掘作品内涵。
2. 注重培养学生的英语写作能力，提高学生的语言表达能力。
美国文学教案
【面积】9629091平方公里（其中陆地面积915.8960万平方公里），本土东西长4500公里，南北宽2700公里，海岸线长22680公里。
【人口】2.96亿（2005年7月）。白人占75%，拉美裔占12.5%，黑人占12.3%，亚裔占3.6%，华人约243万，占0.9%，多已入美国籍（2000年美人口普查数据）。通用英语。56%的居民信奉基督教新教，28%信奉天主教，2%信奉犹太教，信奉其他宗教的占4%，不属于任何教派的占10%。
美国文学表现为平民化，多元化，富于阳刚之气，热爱自由，追求以个人幸福为中心的美国梦。美国文学大致出现过3次繁荣：19世纪前期形成民族文学，第一和第二次世界大战后，美国文学两度繁荣，并产生世界影响，已有近10位作家获得诺贝尔文学奖。
从来没有一种潮流或倾向能够在一个时期内一统美国文学的天下。美国作家敏感、好奇，往往是一个浪潮未落，另一浪潮又起。作家们永远处在探索和试验的过程之中。20世纪以来，许多文学潮流起源于美国，给世界文学同时带来积极的与消极的影响。
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。
大学美国文学教案设计模板
课程名称：美国文学史授课对象：大学本科生课时安排：共8课时教学目标：1. 了解美国文学的历史发展脉络，掌握美国文学的基本特征。
2. 培养学生对美国文学作品的鉴赏能力，提高文学素养。
3. 增强学生跨文化交际能力，拓展国际视野。
教学内容：一、美国文学概述1. 美国文学的起源和发展2. 美国文学的基本特征3. 美国文学的重要流派和代表作家二、殖民时期文学（17世纪）1. 殖民时期文学的社会及文化背景2. 新英格兰文学3. 清教主义思想4. 代表作家：Anne Bradstreet & Edward Taylor三、启蒙时期文学（18世纪）1. 启蒙时期文学的社会及文化背景2. 美国独立战争与文学3. 代表作家：Benjamin Franklin & Thomas Paine四、浪漫主义文学（19世纪）1. 浪漫主义文学的社会及文化背景2. 美国南北战争与文学3. 代表作家：Nathaniel Hawthorne & Edgar Allan Poe五、现实主义文学（19世纪末至20世纪初）1. 现实主义文学的社会及文化背景2. 代表作家：Mark Twain & Henry James六、现代主义文学（20世纪）1. 现代主义文学的社会及文化背景2. 代表作家：F. Scott Fitzgerald & Ernest Hemingway七、后现代主义文学（20世纪后半叶）1. 后现代主义文学的社会及文化背景2. 代表作家：Thomas Pynchon & Don DeLillo八、当代美国文学1. 当代美国文学的社会及文化背景2. 代表作家：Toni Morrison & John Updike教学过程：一、导入1. 结合美国历史背景，简要介绍美国文学的起源和发展。
2. 引导学生关注美国文学的基本特征和重要流派。
二、讲授1. 按照教学内容，依次讲解各个时期的美国文学。
美国文学教案
Lecture 2 Edwards and Franklin(In most course books, this part is called the 18th century literature. And Jonathan Edwards is not included and is put to the colonial period. However, Philip Freneau should be included in this chapter.)(Putting these two characters together, the author may means to compare these two. The comparison is mentioned several times in the text on P27 and P32.)1. Historical Background⑴American Revolution(Strict rules made by English government prevented the economic development of the colonies. Itwas unfair. So American Independence War broke.)◆ 1775, Lexington, beginning of the Independence War◆ June 4th, 1776, Thomas Jefferson, Declaration of Independence◆ 1778, alliance with France, turning point for American army◆ 1778, English army surrendered◆ 1783, formal recognition from Britain government⑵Enlightenment (启蒙运动)(Review English Literature, 18th century, Addison, Steele and Pope, Classicism)◆ Originated in Europe in the 17th century◆Resources: Newton’s theory; deism（自然神教派，课本P28，宗教与启蒙精神相结合的产物）; French philosophy (Rousseau, V oltaire)◆ Basic principles: stressing education; stressing Reason (Order) (The age has been called Age of Reason.); employing Reason to reconsider the traditions and social realities; concerns for civilrights, such as equality and social justice◆ Significance: accelerating social progress; freeing people from the limitations set by prevailing Puritanism; making spiritual preparation for American Revolution◆ Representatives: Benjamin Franklin, Thomas Paine, Thomas Jefferson etc.◆ Influence on literatureIn form: imitating English classical（古典主义）writersIn content: utilitarian tendency (for political or educational purpose)2. Jonathan Edwards (1703—1758) (last important figure in Puritan tradition)⑴Life◆ Born in a very religious New England family◆ Graduated from Y ale◆ Worked as a minister and was an important figure in “Great A wakening” (a serious of religious revivals which occurred in the 1730s and 1740s on North America continent)◆ Dismissed from his position because of fierce religious controversy at that time◆ Lived and meditated in solitude; wrote some books (P29)⑵Analysis◆ Influenced by the new ideas of Enlightenment, such as empiricism◆ Still a pious Puritan◆His sense of God’s overwhelming presence in nature and in soul anticipated theTranscendentalism. (P32)◆First modern American and the country’s last medieval man3. Benjamin Franklin (1706-1790)⑴Life—Jack of all trades◆Born in a poor candle maker’s family in Boston◆ No regular education◆ Became a apprentice of a printer when he was 12◆ A editor of a newspaper and published lots of essays when he was 16◆ Went to Philadelphia when he was 17◆ A successful printer and publisher◆ Retired when he was 42◆ A scientist with lots of inventions and a famous experiment (kite, electricity, thunderstorm) ◆ A famous statesman (the only America who once signed all the four documents that created the new country) (P33)◆ An example who made American Dream come true⑵Literary works◆Poor Richard’s Almanac《穷查理的年历》Modeled on farmers’ annual calendar; kept publishing for many years; includes many classical sayings, such as “A penny saved is a penny earned.” (P34)◆ The Autobiography—first of its kind in literatureWriting when he was 65An introduction of his life to his own sonIncluding four parts written in different timePuritanism’s influence, such as self-examination and self-improvement (timetable, thirteen virtues, life style)Enlightenment spirits (man’s nature good, rights of liberty, virtues includes “order”)Style: simple, clear in order, direct and concise (“Nothing should be expressed in two words that can as well be expressed in one.”) (Puritanism’s influence)Popular, still well-read today, his values and style influenced lots of AmericansLecture 3 American Romanticism1.General Introduction(1)Time: from the end of the 18th century to the outbreak of the Civil War(2)Reasons (Why Romanticism emerged?)A. Fast development of the new nation (flood of immigrants; pioneers pushing the frontier further west; industrialization; economic boom; a promising new land with prevailed optimistic moods)B. Development of jounalism (Some influential periodicals appeared, such as The Atlantic Monthly. They need more literary productions.)C. Foreign influence (Review history of English literature.)(from the 18th century classicism to sentimentalism to Pre-Romanticism to Romantic ism which can be divided into passive group and active group)(most influential British writers to American Romanticists-Walter Scott)(3)General features of RomanticismA. Stressing emotion rather than reasonB. Stressing freedom and individualityC. Idealism rather than materialismD. Writing about nature, medieval legends and with supernatural elements(4) Features of American RomanticismA. ImitativeB. Independenta. peculiar American experience (landscape, pioneering to the West, Indian civilization, new nation's democracy and dreams)b. Puritan heritage (more moralizing, edifying more than mere entertainment) (careful about love and sex. example: Scarlet Letter)(5) Two periods and representativesA. 1770s to 1830s Early periodRepresentatives: Washington Irving, James Fenimore Cooper and New England poetsTwo famous poets: William Cullen Bryant (first distinctive American lyric poet; writing about nature, religion and life; famous poems - "Thanatopsis" and "To a Waterfowl") and Henry Wadsworth Longfellow (balancing Romantic spirits with classical and Christian taste; famous poem - "A Psalm of Life")B. 1830s to 1860s Late periodFlowering of American literatureRepresentatives: Emerson, Thoreau, Hawthorne, Melville, Whitman, Dickinson, Poe etc. (6) SignificanceCreative period of a native American culture and literature2. Washington Irving (1783 - 1859)(1) LifeA. Born in a rich merchant familyB. Learned law but more interested in writingC. Went to England for family businessD. Wrote to support himself after business failureE. Diplomatic work for a period(2) Major worksThe Sketch Book (a collection of essays and short stories)Two famous short stories in the collection: "Rip V an Winkle" (Read the plot on P48-P49)and "The Legend of Sleepy Hollow" (Read the plot on P49)(3) FeaturesA. Conservative (e.g. Rip felt into sleep before American Independence and woke after it.)(love of old world's tradition)("an old gentleman speaking English not American)B. Style: gentle, refined, lucid, beautiful (classical in form though romantic in subjects)C. Aim of writing: entertainment, not moralizingD. Good at creating atmosphereE. Thin plotF. HumorG. Finished and musical languageH. vivid characters(4) ContributionsA. He was the first American writer of imaginative literature to gain international fame.B. The short story as a genre in American literature probably began w ith Irving's The SketchBook.3. James Fenimore Cooper (1789 - 1851)(1) Life storyA. born in a rich familyB. attended Yale but expelledC. five years at seaD. inherited fortune then a comfortable lifeE. wrote lots of novels because he oneday was disgusted by one novel(2) Major works"Leatherstocking Tales" (a series of five novels about the frontier life): The Pioneers, The Prairie, The Last of the Mohicans, The Pathfinder, The DeerslayerCentral character: Natty Bumppo (several names for same character: Hawk-eye, the Pathfinder, the Deerslayer, Leatherstocking) (a typical frontier man: honest, simple, innocent, generous) (represents brotherhood of man, nature and freedom)Theme: modern civilization advancing on the wilderness and the contradiction between them(3) FeaturesA. Good at inventing plots (Cooper had never been to the frontier area personally.)B. Style: powerful, yet clumsy and dreadfulC. Wooden CharactersD. Use of dialect, but not authentic (criticized by Mark Twain)(4) ContributionsFinding "the West" and "the frontier life" as materials for literary worksIntroducing Western tradition into American literatureLecture 4 Transcendentalism（超验主义）1. General Introduction(a special kind of philosophy appeared in the 1830s in US) (quite influential)(1) ResourcesA. Puritan heritageAt the end of the 18th century people gradually felt boring about the strict Calvinism. At the same time with the development of science and technology, Americans suspected the old religion. Thus, Unitarianism（唯一理教）appeared. It was a developed school from the Transcendentalism. It stressed "continual progress of mankind" rather than old religion's "man's total depr avity”. It influenced Emerson. Emerson once was a preacher of Unitarianism, but he thought there were too many rituals in this religious school. Then he resigned from the position and sought a way for people to worship more freely.Emerson also believed in individuality and the dream of making a Garden of Eden on earth held by old generation Puritans.From Jonathan Edwards Emerson inherited the ideas of inward communication with God and the divine symbolism of nature.B. Foreign influenceGerman Philosophy, especially Kant（康德）Ancient Indian and Chinese works, such as Confucius and Mencius(2) Features (P57)A. Emphasis on Spirit (Oversoul) (超灵)（爱默生在超验主义里强调的超灵相当于过去宗教里上帝的这个角色，在超验主义里超灵是无形的，人生活的世界里所有的一切都来自超灵，超灵在人生活的世界里也无所不在。
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1
Chapter 1 Colonial PeriodI. Background: Puritanism1. features of Puritanism(1) Predestination: God decided everything before things occurred.(2) Original sin: Human beings were born to be evil, and this original sin can be passed down from generation to generation.(3) Total depravity(4) Limited atonement: Only the “elect” can be saved.2. Influence(1) A group of good qualities – hard work, thrift, piety, sobriety (serious and thoughtful) influenced American literature.(2) It led to the everlasting myth. All literature is based on a myth – garden of Eden.(3) Symbolism: the American puritan’s metaphorical mode of perception was chiefly instrumental in calling into being a literary symbolism which is distinctly American.(4) With regard to their writing, the style is fresh, simple and direct; the rhetoric is plain and honest, not without a touch of nobility often traceable to the direct influence of the Bible.II. Overview of the literature1. types of writingdiaries, histories, journals, letters, travel books, autobiographies/biographies, sermons2. writers of colonial period(1) Anne Bradstreet(2) Edward Taylor(3) Roger Williams(4) John Woolman(5) Thomas Paine(6) Philip FreneauIV. Benjamin Franklin1. life2. works(1) Poor Richard’s Almanac(2) Autobiography3. contribution(1) He helped found the Pennsylvania Hospital and the American Philosophical Society.(2) He was called “the new Prometheus who had stolen fire (electricity in this case) from heaven”.(3) Everything seems to meet in this one man –“Jack of all trades”. Herman Melville thus described him “master of each and mastered by none”.Chapter 2 American RomanticismSection 1 Early Romantic PeriodWhat is Romanticism?An approach from ancient Greek: PlatoA literary trend: 18c in Britain (1798~1832)Schlegel Bros.I. Preview: Characteristics of romanticism1. subjectivity(1) feeling and emotions, finding truth(2) emphasis on imagination(3) emphasis on individualism – personal freedom, no hero worship, natural goodness of human beings2. back to medieval, esp medieval folk literature(1) unrestrained by classical rules(2) full of imagination(3) colloquial language(4) freedom of imagination(5) genuine in feelings: answer their call for classics3. back to naturenature is “breathing living thing” (Rousseau)II. American Romanticism1. Background(1) Political background and economic development(2) Romantic movement in European countriesDerivative – foreign influence2. features(1) American romanticism was in essence the e xpression 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.(2) There is American Puritanism as a cultural heritage to consider. American romantic authors tended more to moralize. Many American romantic writings intended to edify more than they entertained.(3) The “newness” of Americans as a nation is in connection with American Romanticism.(4) As a logical result of the foreign and native factors at work, American romanticism was both imitative and independent.III. Washington Irving1. several names attached to Irving(1) first American writer(2) the messenger sent from the new world to the old world(3) father of American literature2. life3. works(1) A History of New York from the Beginning of the World to the End of the Dutch Dynasty(2) The Sketch Book of Geoffrey Crayon, Gent. (He won a measure of international recognition with the publication of this.)(3) The History of the Life and Voyages of Christopher Columbus(4) A Chronicle of the Conquest of Granada(5) The Alhambra4. Literary career: two parts(1) 1809~1832a. Subjects are either English or Europeanb. Conservative love for the antique(2) 1832~1859: back to US5. style – beautiful(1) gentility, urbanity, pleasantness(2) avoiding moralizing – amusing and entertaining(3) enveloping stories in an atmosphere(4) vivid and true characters(5) humour – smiling while reading(6) musical languageIV. James Fenimore Cooper1. life2. works(1) Precaution (1820, his first novel, imitating Austen’s Pride and Prejudice)(2) The Spy (his second novel and great success)(3) Leatherstocking Tales (his masterpiece, a series of five novels)The Deerslayer, The Last of the Mohicans, The Pathfinder, The Pioneer, The Prairie3. point of viewthe theme of wilderness vs. civilization, freedom vs. law, order vs. change, aristocrat vs. democrat, natural rights vs. legal rights4. style(1) highly imaginative(2) good at inventing tales(3) good at landscape description(4) conservative(5) characterization wooden and lacking in probability(6) language and use of dialect not authentic5. literary achievementsHe created a myth about the formative period of the American nation. If the history of the United States is, in a sense, the process of the American settlers exploring and pushing the American frontier forever westward, then Cooper’s Leatherstocking Tales effectively approximates the American national experience of adventure into the West. He turned the west and frontier as a useable past and he helped to introduce western tradition to American literature.Romantic PoetsI. WaltWhitman1. life2. work: Leaves of Grass (9 editions)(1) Song of Myself(2) There Was a Child Went Forth(3) Crossing Brooklyn Ferry(4) Democratic Vistas(5) Passage to India(6) Out of the Cradle Endlessly Rocking3. themes –“Catalogue of American and European thought”He had been influenced by many American and European thoughts: enlightenment, idealism, transcendentalism, science, evoluti on ideas, western frontier spirits, Jefferson’s individualism, Civil War Unionism, Orientalism.Major themes in his poems (almost everything):equality of things and beingsdivinity of everythingimmanence of Goddemocracyevolution of cosmosmultiplicity of natureself-reliant spiritdeath, beauty of deathexpansion of Americabrotherhood and social solidarity (unity of nations in the world)pursuit of love and happiness4. style: “free verse”(1) no fixed rhyme or scheme(2) parallelism, a rhythm of thought(3) phonetic recurrence(4) the habit of using snapshots(5) the use of a certain pronoun “I”(6) a looser and more open-ended syntactic structure(7) use of conventional image(8) strong tendency to use oral English(9) vocabulary – powerful, colourful, rarely used words of foreign origins, some even wrong(10) sentences – catalogue technique: long list of names, long poem lines5. influence(1) His best work has become part of the common property of Western culture.(2) He took over Whitman’s vision of the poet-prophet and poet-teacher and recast it in a more sophisticated and Europeanized mood.(3) He has been compared to a mountain in American literary history.(4) Contemporary American poetry, whatever school or form, bears witness to his great influence. II. Emily Dickenson1. life2. works(1) My Life Closed Twice before Its Close(2) Because I Can’t Stop for Death(3) I Heard a Fly Buzz – When I died(4) Mine – by the Right of the White Election(5) Wild Nights – Wild Nights3. themes: based on her own experiences/joys/sorrows(1) religion – doubt and belief about religious subjects(2) death and immortality(3) love – suffering and frustration caused by love(4) physical aspect of desire(5) nature – kind and cruel(6) free will and human responsibility4. style(1) poems without titles(2) severe economy of expression(3) directness, brevity(4) musical device to create cadence (rhythm)(5) capital letters – emphasis(6) short poems, mainly two stanzas(7) rhetoric techniques: personification – make some of abstract ideas vividIII. Comparison:Whitman vs. Dickinson1. Similarities:(1) Thematically, they both extolled, in their different ways, an emergent America, its expansion, its individualism and its Americanness, their poetry being part of “American Renaissance”. (2) Technically, they both added to the literary independence of the new nation by breaking free of the convention of the iambic pentameter and exhibiting a freedom in form unknown before: they were pioneers in American poetry.2. differences:(1) Whitman seems to keep his eye on society at large; Dickinson explores the inner life of the individual.(2) Whereas Whitman is “national” in his outlook, Dickinson is “regional”.(3) Dickinson has the “catalogue technique” (direct, simple style) which Whitman doesn’t have. Edgar Allen PoeI. LifeII. Works1. short stories(1) ratiocinative storiesa. Ms Found in a Bottleb. The Murders in the Rue Morguec. The Purloined Letter(2) Revenge, death and rebirtha. The Fall of the House of Usherb. Ligeiac. The Masque of the Red Death(3) Literary theorya. The Philosophy of Compositionb. The Poetic Principlec. Review of Hawthorne’s Twice-told TalesIII. Themes1. death –predominant theme in Poe’s writing“Poe is not interested in anything alive. Everything in Poe’s writings is dead.”2. disintegration (separation) of life3. horror4. negative thoughts of scienceIV. Aesthetic ideas1. The short stories should be of brevity, totality, single effect, compression and finality.2. The poems should be short, and the aim should be beauty, the tone melancholy. Poems should not be of moralizing. He calls for pure poetry and stresses rhythm.V. Style – traditional, but not easy to readVI. Reputation: “the jingle man” (Em erson)。
美国文学教案
课时授课计划年月日教案年月日第页课后总结年月日课时授课计划年月日教案年月日第页◆Puritans wanted to “purify the church”to its original state, because they thought the church was corrupted and had too many rituals◆To be a Puritan: taking religion as the most important thing; living for glorifying God; believing predestination（命运天定）, original sin（原罪，人生下来就是有罪的，因为人类的祖先亚当和夏娃是有罪的）, total depravity（人类是完全堕落的，所以人要处处小心自己的行为，要尽可能做到最好以取悦上帝）, limited atonement（有限救赎，只有被上帝选中的人才能得到上帝的拯救）◆Life style of Puritans: pious, austerity of taste, diligence and thrift, rigid sense of morality, self-reliance (John Milton is a typical Puritan.)⑵American Puritan◆On the one hand, American Puritans were all idealist as their European brothers. They came to the new continent with the dream that they would built the new land to an Eden on earth.◆On the other hand, American Puritans were more practical maybe because the severe conditions they faced.⑶Influence on literature◆Optimism（乐观主义）: Basis of American literature: the dream of building an Eden of Garden on earth (Early American literature were mainly optimistic because they believed that God sent them to the new continent to fulfill the sacred task so they would overcome all the difficulties they met at last. Gradually Americans found that their dreams would not be successful, so lots of pessimistic literary works were produced.)◆Symbolism（象征主义）: lots of American writers liked to employ symbolism in their works. (typical way of Puritans who thought that all the simple objects existing in the world connoted deep meaning.) Symbolism means using symbols in literary works. The symbol means something represents or stands for abstract deep meaning.◆Style: simplicity—simple, fresh and direct (just as the style of the Authorized Version of Holy Bible)3. Colonial Literature⑴Theme: Idealism; Pragmatism(2) General features◆Humble origins: diaries, histories, letters etc.◆In content: serving either God or colonial expansion or both (about voyage, adapt, deal with the relationship with Indian, and about region)◆In form: imitating English literary traditions⑵Captain John Smith: the first American Writer (P16) A Description of New England⑶Anne Bradstreet: first American woman poet; a Puritan poet; once called “Tenth Muse”; her poems mainly about religious experience, family life and early settlers’lives; her most famous poems—“Contemplations”(P17)⑷Philip Freneau (1752-1832)◆He is the most important poet in the 18th century.◆He was entitled “Father of American Poetry”.◆He was born in New York and graduated from Princeton University.◆He wrote lots of poems supporting American Revolution and human liberty.◆He was the most notable representative of dawning American nationalism in literature.◆His poems presented Romantic spirits but his form and taste were mainly influenced by Classicism.◆Most famous poems: “The Wild Honey Suckle”and “The Indian Burying Ground”◆Analyze and discuss the theme, rhyme scheme and some difficult dictions in “The Wild Honey Suckle”.课后总结年月日课时授课计划年月日教案年月日第页◆Representatives: Benjamin Franklin, Thomas Paine, Thomas Jefferson etc.◆Influence on literatureIn form: imitating English classical（古典主义）writersIn content: utilitarian tendency (for political or educational purpose)2. Jonathan Edwards (1703—1758) (last important figure in Puritan tradition)⑴Life◆Born in a very religious New England family◆Graduated from Yale◆Worked as a minister and was an important figure in “Great Awakening”(a serious of religious revivals which occurred in the 1730s and 1740s on North America continent)◆Dismissed from his position because of fierce religious controversy at that time◆Lived and meditated in solitude; wrote some books (P29)⑵Analysis◆Influenced by the new ideas of Enlightenment, such as empiricism◆Still a pious Puritan◆His sense of God’s overwhelming presence in nature and in soul anticipated the Transcendentalism. (P32)◆First modern American and the country’s last medieval man3. Benjamin Franklin (1706-1790)⑴Life—Jack of all trades◆Born in a poor candle maker’s family in Boston◆No regular education◆Became a apprentice of a printer when he was 12◆A editor of a newspaper and published lots of essays when he was 16◆Went to Philadelphia when he was 17◆A successful printer and publisher◆Retired when he was 42◆A scientist with lots of inventions and a famous experiment (kite, electricity, thunderstorm) ◆A famous statesman (the only America who once signed all the four documents that created the new country) (P33)◆An example who made American Dream come true⑵Literary works◆Poor Richard’s Almanac《穷查理的年历》Modeled on farmers’ annual calendar; kept publishing for many years; includes many classical sayin gs, such as ―A penny saved is a penny earned.‖ (P34)◆The Autobiography—first of its kind in literatureWriting when he was 65An introduction of his life to his own sonIncluding four parts written in different timePuritanism’s influence, such as self-examination and self-improvement (timetable, thirteen virtues, life style)Enlightenment spirits (man’s nature good, rights of liberty, virtues includes ―order‖)Style: simple, clear in order, direct and concise (―Nothing should be expressed in two words tha t can as well be expressed in one.‖) (Puritanism’s influence)Popular, still well-read today, his values and style influenced lots of Americans课后总结年月日课时授课计划年月日教案年月日第页(5) Two periods and representativesA. 1770s to 1830s Early periodRepresentatives: Washington Irving, James Fenimore Cooper and New England poetsTwo famous poets: William Cullen Bryant (first distinctive American lyric poet; writing about nature, religion and life; famous poems - "Thanatopsis" and "To a Waterfowl")and Henry Wadsworth Longfellow (balancing Romantic spirits with classical andChristian taste; famous poem - "A Psalm of Life")B. 1830s to 1860s Late periodFlowering of American literatureRepresentatives: Emerson, Thoreau, Hawthorne, Melville, Whitman, Dickinson, Poe etc.(6) SignificanceCreative period of a native American culture and literature2. Washington Irving (1783 - 1859)(1) LifeA. Born in a rich merchant familyB. Learned law but more interested in writingC. Went to England for family businessD. Wrote to support himself after business failureE. Diplomatic work for a period(2) Major worksThe Sketch Book (a collection of essays and short stories)Two famous short stories in the collection: "Rip Van Winkle" (Read the plot on P48-P49) and "The Legend of Sleepy Hollow" (Read the plot on P49)(3) FeaturesA. Conservative (e.g. Rip felt into sleep before American Independence and woke after it.)(love of old world's tradition) ("an old gentleman speaking English not American)B. Style: gentle, refined, lucid, beautiful (classical in form though romantic in subjects)C. Aim of writing: entertainment, not moralizingD. Good at creating atmosphereE. Thin plotF. HumorG. Finished and musical languageH. vivid characters(4) ContributionsA. He was the first American writer of imaginative literature to gain international fame.B. The short story as a genre in American literature probably began with Irving's The Sketch Book.3. James Fenimore Cooper (1789 - 1851)(1) Life storyA. born in a rich familyB. attended Yale but expelledC. five years at seaD. inherited fortune then a comfortable lifeE. wrote lots of novels because he oneday was disgusted by one novel(2) Major works Precaution"Leatherstocking Tales" (a series of five novels about the frontier life): The Pioneers, The Prairie, The Last of the Mohicans, The Pathfinder, The DeerslayerCentral character: Natty Bumppo (several names for same character: Hawk-eye, the Pathfinder, the Deerslayer, Leatherstocking) (a typical frontier man: honest, simple, innocent, generous) (represents brotherhood of man, nature and freedom)Theme: modern civilization advancing on the wilderness and the contradiction between them(3) FeaturesA. Good at inventing plots (Cooper had never been to the frontier area personally.)B. Style: powerful, yet clumsy and dreadfulC. Wooden CharactersD. Use of dialect, but not authentic (criticized by Mark Twain)(4) ContributionsFinding "the West" and "the frontier life" as materials for literary works Introducing Western tradition into American literature4. HomeworkPreview chapter 4.课后总结年月日课时授课计划年月日教案年月日第页Against ―total depravity‖ in Old Puritan doctrinesAgainst dehumanization of capitalist worldC. Taking nature as the symbol of the Spirit (Oversoul)Encouraging people to find goodness and beauty from natureAgainst materialism in the society and the actions which broke the harmony between human and nature only for profitsD. Brotherhood of man (equal and liberty)Interested in social reforms; endeavor to create an ideal society; against ―everything for money‖ in the capitalist world(3) SignificanceA. influenced a large group of writersB. summit of American RomanticismC. marked the independence of American literature2. Ralph Waldo Emerson (1803 - 1882)(1) LifeA. born in a clergyman’s family in New EnglandB. graduated from HarvardC. a Unitarian ministerD. abandoned Unitarianism and went to Europe searching for truthE. founded a Transcendentalists' Club and published a journal DialF. traveled and gave lectures; quite influential(2) Major worksNature (1836) (a book which declared the birth of Transcendentalism)Some other essays preaching his thoughts: "The Poet", "Self-reliance" and "The American Scholar" (America's Declaration of Intellectual Independence)(3) Aesthetics and significanceA. AestheticsAbout poet, poetry, true art, writer.a. In Emerson's opinion, poets should function as preachers who gave directions to the mass.b. True poetry should serve as a moral purificationc. The argument (or his thought or experience) should decide the form of the poem instead of traditional techniques.d. The poets should express his thought in symbols.e. Poets should use words for their pictorial and imaginative meaning.f. As to theme, Emerson called upon American authors to writer about peculiar American matters.B. Significance/ contributionEmerson's aesthetics brought about a revolution in American literature in general and in American poetry in particular. It marked the birth of true American poetry and true American poets.(4)LimitationHis reputation fell in the 20th century because he firmly believed human and human society could be better. It seemed that he had no sense of evil and too optimistic about human nature and the society. Somebody once called this kind of optimism "Transcendental folly".3. Henry David Thoreau (1817- 1862)(1) LifeA. Born in a common family in New EnglandB. Graduated from Harvard, but only stayed at home and helped family businessC. A friend of EmersonD. Active in social life and had a strong sense of justice (Example: He once refused to pay a poll-tax of 2 dollars because he felt the tax was unfair, and thus he was jailed. And later he wrote an essay named "Civil Disobedience" which advocated passive resistance to unjustlaws and influenced Gandhi in India.)F. not successful as a writer and lived in obscurity all his life(2) Works1) A Week on the Concord and Merrimack River2) Walden3) A Plea for John Brown (an essay)(3) point of view1) 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. Comment on课后总结年月日课时授课计划年月日教案年月日第页Arthur Dimmesdale (a handsome and admirable young priest, contraditionary on the sin hemade with Hester, being a brave man at last)Theme: (Ask students: Is this a love story? No) The theme of the story should be the moral, emotional and psychological effects of the sin on people.Scarlet Letter is a cultural allegory, in which the author indirectly tells the future of Puritanism. Scarlet Letter is a sample in which American Romanticism adapted itself to American Puritanism.(Because of the strong influence of Puritanism in American society, Hawthorne only expressed his ideas on the sin indirectly by employing symbolism.)(3) FeaturesA. sense of sin and evil (sin and punishment)B. tension between head (intellect) and heart (emotion)(Hawthorne held negative attitude towards science. Mostly, his intellectual characters are vallains.)C. ambiguity（复义性）D. good at depicting psychologyE. symbolismF. supernatural elementsG. excellent craftsmanship (delicate structure; refined language)3. 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 ideasA. He took a great interest in history and antiquity. To him these furnish the soil on which hismind grows to fruition.B. 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 writerA. the use of symbolsB. revelation of characters’ psychologyC. the use of supernatural mixed with the actualD. his stories are parable (parable inform) – to teach a lessonE. use of ambiguity terrorr in the world of uncertainty – multiple point of view2. Herman Melville (1819 - 1891)1. 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 ofprogress4. 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)课后总结年月日课时授课计划年月日教案年月日第页4. style: ―free verse‖(1) no fixed rhyme or scheme(2) parallelism, a rhythm of thought(3) phonetic recurrence(4) the habit of using snapshots(5) the use of a certain pronoun ―I‖(6) a looser and more open-ended syntactic structure(7) use of conventional image(8) strong tendency to use oral English(9) vocabulary – powerful, colourful, rarely used words of foreign origins, some even wrong(10) sentences – catalogue technique: long list of names, long poem lines5. influence(1) His best work has become part of the common property of Western culture.(2) He took over Whitman’s vision of the p oet-prophet and poet-teacher and recast it in a more sophisticated and Europeanized mood.(3) He has been compared to a mountain in American literary history.(4) Contemporary American poetry, whatever school or form, bears witness to his great influence.II. Emily Dickenson1. life2. works(1) My Life Closed Twice before Its Close(2) Because I Can’t Stop for Death(3) I Heard a Fly Buzz – When I died(4) Mine – by the Right of the White Election(5) Wild Nights – Wild Nights3. themes: based on her own experiences/joys/sorrows(1) religion – doubt and belief about religious subjects(2) death and immortality(3) love – suffering and frustration caused by love(4) physical aspect of desire(5) nature – kind and cruel(6) free will and human responsibility4. style(1) poems without titles(2) severe economy of expression(3) directness, brevity(4) musical device to create cadence (rhythm)(5) capital letters – emphasis(6) short poems, mainly two stanzas(7) rhetoric techniques: personification – make some of abstract ideas vividIII. Comparison: Whitman vs. Dickinson1. Similarities:(1) Thematically, they both extolled, in their different ways, an emergent America, its expansion, its individualism and its Americanness, their poetry being part of ―American Renaissance‖.(2) Technically, they both added to the literary independence of the new nation by breaking free of the convention of the iambic pentameter and exhibiting a freedom in form unknown before: they were pioneers in American poetry.2. differences:(1) Whitman seems to keep his eye on society at large; Dickinson explores the inner life of the individual.(2) Whereas Whitman is ―national‖ in his outlook, Dickinson is ―regional‖.(3) Dickinson has the ―catalogue technique‖ (direct, simple style) which Whitman doesn’t have.课后总结年月日课时授课计划年月日教案年月日第页课后总结年月日。
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。
大学美国文学教案模板范文
教学对象：大学一年级学生教学目标：1. 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家。
2. 培养学生对美国文学的兴趣，提高文学鉴赏能力。
3. 增强学生的跨文化交际能力，拓宽国际视野。
教学内容：一、美国文学概述1. 美国文学的历史背景2. 美国文学的发展阶段3. 美国文学的主要流派二、美国文学重要时期及代表作家1. 殖民时期（17世纪）- 社会及文化背景- 新英格兰文学- 清教主义思想- 代表作家：Anne Bradstreet、Edward Taylor2. 独立战争时期（18世纪）- 社会及文化背景- 独立战争文学- 代表作家：Thomas Paine、Philip Freneau3. 19世纪- 社会及文化背景- 威廉·亨利·梅森和霍桑- 批判现实主义文学- 代表作家：Nathaniel Hawthorne、Harriet Beecher Stowe4. 20世纪- 社会及文化背景- 现实主义文学- 超现实主义文学- 代表作家：Ernest Hemingway、F. Scott Fitzgerald、T.S. Eliot教学方法：1. 讲授法：教师系统讲解美国文学的发展历程、重要时期和代表作家。
2. 讨论法：组织学生围绕美国文学的发展、流派和代表作家进行讨论。
3. 案例分析法：选取具有代表性的作品，引导学生分析其文学价值和社会意义。
4. 角色扮演法：让学生扮演美国文学中的重要人物，感受他们的思想感情。
教学过程：一、导入1. 向学生介绍美国文学的重要性，激发学生的兴趣。
2. 提出问题：美国文学是如何发展起来的？有哪些重要时期和代表作家？二、美国文学概述1. 讲解美国文学的历史背景和发展阶段。
2. 介绍美国文学的主要流派。
三、美国文学重要时期及代表作家1. 殖民时期：介绍社会及文化背景、新英格兰文学、清教主义思想，以及代表作家Anne Bradstreet和Edward Taylor。
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。
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。
[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。
美国文学教案
研究型美国文学教案教师：田野History of American LiteratureFrom Washington Irving to Mark TwainI. Writings before the RomanticismImportant Social and Historical Events1．Jamestown Colony ( 1607 ) in the SouthThe first settlers from the Virginia Company, came to the New World for mercantile purposes.2．Plymouth ( 1620 ) in the North●他们双膝跪下，感激上帝带他们越过了浩瀚汹涌的大洋，把他们从危险和苦难中解救出来，使他们安全无恙地又一次踏上了坚实的大地……---威廉·布雷德福总督，1620，11●Although we have our differences, we are all God’s children and as such webe but specks in the vastness of this ocean, but precious unto our Lord and together we are voyagers, pilgrims, and look to Thine infinite mercy and providence.---- William Bradford, on the Mayflower●我要讴歌基督教创造的奇迹。
为逃避欧洲的腐败堕落，他们来到美洲的海滩；……感谢上帝的庇佑，把印第安人的荒芜之地变得辉煌灿烂。
---科顿·马瑟3. Massachusetts Bay ( 1630 )●我们将成为整个世界的山巅之城 ( a city set upon a hill)，全世界人民的眼睛都将看着我们。
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《电力系统分析（下）》课程教案
《电力系统分析（下）》教案
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3、惯性时间常数的物理意义：
式中：J：转动惯量；α：角加速度；
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．磁链方程
式中，L aa为绕组a的自感系数;M ab为绕组a和绕组b之间的互感系数；其余类此。
两绕组之间的互感系数是可逆的=M ba
四、电感系数
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由于自感总是正的，自感的平均值l0总是大于变化部分的
．定子绕组和转子绕组间的互感系数
定子绕组和直轴阻尼绕组的互感系数：
定子绕组和交轴阻尼绕组的互感系数：
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三、dqo坐标下的同步电机方程
派克变换后的电压方程：
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2、短路电流的准确解
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短路电流的准确解
、使用叠加定理：将短路后的电路等效为短路前的稳态电路与短路分量电路的叠加。
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