美国文学史教案
Dickinson was “bereaved”痛失亲人twice when she lost her “tutors”: Benjamin Newton in 1853 and Charles Wadsworth in 1862.
f)Belfry of Bruges and Other Poems1845《布鲁茨的钟楼及其他》
g)“A Psalm of Life”1838《人生礼赞》
2) Life
Longfellow was born inMaine.
One of his grandfathers was a state Senator and the other grandfather had been a Revolutionary War general and a Congressman.
2. To gain the knowledge of Longfellow and Whitman therefore to appreciate their works.
教学重点与难点
Different writing styles of different writers；
Themes in their representative works;
3）Evaluation
She wrote altogether 1775 poems, of which only seven appeared in print in her lifetime.
She writes about death and immortality, nature, religion, success and failure.
Homework: prepare a presentation about Emily Dickinson
课程主持人审阅
教研室主任审阅：
年月日
年月日
美国文学史教案
授课教师
授课班级
授课地点
授课日期
教材
吴伟仁，History and Anthology of American Literature.北京：外语教学与研究出版社
Dickinsonwas born in 1830 into a Calvinist family ofAmherst,Massachusetts. Her grandfather had established an academy and college. Her father was a Whig lawyer, and later a Congressman. This old Puritan, with a heart “pure and terrible”, influence his daughter in no small way.
Following his graduation in 1826 fromBowdoinCollege, where he was a classmate of Nathaniel Hawthorne, Longfellow went toEuropeto study.
When he returned to the United States three years later, he taught European languages, first at Bowdoin and then at Harvard.
f)O Captain, My Captain
g)When Lilacs Last in the Dooryard Bloom’d
Life of Walt Whitman
Whitman’s background
Experiences of Whitman
The publication ofLeaves of Grass
Newton, a law student in her father’s office, may have been responsible for introducing her to Emerson and other literary influences.
Wadsworth, the married minister, for whom Emily Dickinson may have affection.
After his death, a bust of Longfellow was placed in the Poet’s Corner of Westminster Abbey—the first American to be so honored.
In the late 19thcentury, Longfellow was without a doubt the most popular American poet.
Many poets inEngland,France,ItalyandLatin Americaare in his debt.
His excessive optimism led to a decline of his reputation.
Appreciation
Analyze the two poems in the textbook: “I HearAmericaSinging” and “Come Up From the Fields Father”
New Englandpoet
1) Works
a)Voices of the Night1839《夜籁集》
b)Ballads and Other Poems1841《歌谣及其他》
c)Evangeline1847《伊凡吉林》
d)Hiawatha《海华沙之歌》
e)Tales of a Wayside Inn1863, 1872, 1873《路边酒肆的故事》
Whitman’s free verse
教学方法与手段
explanation; discussion; exemplification
教学参考书和网络资源
Chris Baldick. Concise Dictionary of Literary Terms. Shanghai: Shanghai Foreign Languages Education Press.
After 18 years of teaching at Harvard, he resigned his position because he felt it interfered with his writing.
3) Evaluation
During the last years of his life, Longfellow received many honors, including honorary degrees fromCambridgeandOxfordUniversitiesinEngland.
4) Appreciation
Explain the two poems in the textbook: “Hymn to the Night” and “The Secret of the Sea”
Walt Whitman
One of the greatest innovators in American literature
Whitman extols the ideas of equality and democracy and celebrates the dignity, the self-reliant spirit and the joy of the common man.
Man, nature,New Yorkand the Civil War are the favorite subjects of Whitman.
The largest portion ofDickinson’s poetry concerns death and immortality. ForDickinson, death leads to immortality.
Themes in her poems;
教学方法与手段
explanation; discussion; exemplification
教学参考书和网络资源
Chris Baldick. Concise Dictionary of Literary Terms. Shanghai: Shanghai Foreign Languages Education Press.
M.H.Abrams. A Glossary of Literary Terms.Beijing: Foreign Language Teaching and Research Press.
常耀信，A Survey of American Literature.天津：南开大学出版社。
教学进程
Emily Dickinson (1830-1886)
授课内容
Emily Dickinson and her poems.
学时
2
教学目的
To gain the knowledge ofEmily Dickinsontherefore to appreciateher poems.
教学重点与难点
writing styles of Emily Dickinson；
1)Works
a)Because I Could Not Stop for Death
b)I Heard a Fly Buzz—When I Died
c)My Life Closed Twice Before Its Close
外国文学史教案(下)
外国文学史教案(下)章节一：20世纪美国文学教学目标：1. 了解20世纪美国文学的主要流派及其代表作家；2. 分析美国文学的发展趋势及其对现代社会的影响。
教学内容：1. 20世纪初的美国文学：自然主义、现实主义；2. 20世纪中叶的美国文学：现代主义、荒诞派；3. 20世纪后期的美国文学：postmodernism、女性主义、少数族裔文学。
教学活动：1. 讲解20世纪美国文学的主要流派及其代表作家；2. 分析美国文学的发展趋势及其对现代社会的影响；3. 引导学生阅读相关文学作品，进行感悟和讨论。
章节二：20世纪英国文学教学目标：1. 了解20世纪英国文学的主要流派及其代表作家；2. 分析英国文学的发展趋势及其对现代社会的影响。
教学内容：1. 20世纪初的英国文学：现代主义、表现主义；2. 20世纪中叶的英国文学：荒诞派、魔幻现实主义；3. 20世纪后期的英国文学：postmodernism、女性主义、后殖民主义。
教学活动：1. 讲解20世纪英国文学的主要流派及其代表作家；2. 分析英国文学的发展趋势及其对现代社会的影响；3. 引导学生阅读相关文学作品，进行感悟和讨论。
章节三：法国文学教学目标：1. 了解法国文学的主要流派及其代表作家；2. 分析法国文学的发展趋势及其对现代社会的影响。
教学内容：1. 19世纪末至20世纪初的法国文学：象征主义、超现实主义；2. 20世纪中叶的法国文学：存在主义、结构主义；3. 20世纪后期的法国文学：后现代主义、女性主义、后殖民主义。
教学活动：1. 讲解法国文学的主要流派及其代表作家；2. 分析法国文学的发展趋势及其对现代社会的影响；3. 引导学生阅读相关文学作品，进行感悟和讨论。
章节四：俄罗斯文学教学目标：1. 了解俄罗斯文学的主要流派及其代表作家；2. 分析俄罗斯文学的发展趋势及其对现代社会的影响。
教学内容：1. 19世纪末至20世纪初的俄罗斯文学：象征主义、阿克梅主义；2. 20世纪中叶的俄罗斯文学：社会主义现实主义、荒诞派；3. 20世纪后期的俄罗斯文学：后现代主义、女性主义、后殖民主义。
常耀信美国文学史教案
常耀信美国文学史教案Chapter 1 Colonial America(US is a quite special country in the world. Although it only has a very short history, it is the most powerful country today. )1.Historical Background⑴ In 1942, Christopher Columbus found the new continent called America.⑵ Immigrants: Spanish (they built the first town on the new continent); Dutch (they built New York city at the beginning stage); French (today still lots of people’s mother tongue is French in North America)⑶ English immigrants, Jamestown, Virginia, 16071620 “May Flower”, Plymouth(Imagine: transportation not convenient, why some many immigrants left their hometown and came to such a remote place as America? Economic reasons; Religious reasons) (Reformation and religious conflicts in Europe; persecution of Protestants)2.American Puritanism（清教主义）⑴ Puritans=Calvinistsa:John Calvin, a theologian, Puritans believed most doctrines preached by him, so they were also called Calvinistsbut puritans wanted to “purify the church” to its original state, because they thought the church was corrupted and had too many ritualsc: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）d life style of Puritans: pious, austerity of taste, diligence and thrift, rigid sense of morality, self-reliance (John Milton is a typical Puritan.)⑵ American Puritana: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.b:On the other hand, American Puritans were more practical maybe because the severe conditions they faced.⑶ Influence on literaturea: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.)b: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.c:Style: simple, fresh and direct (just as the style of the Authorized Version ofHoly Bible)3.Colonial Literature⑴ General featuresa:Humble origins: diaries, histories, letters etc.b:In content: serving either God or colonial expansion or bothc:In form: imitating English literary traditions⑵ Captain John Smith: the first American Writer (P16)⑶ Anne 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)⑷ Philip Freneau (1752-1832)a:He is the most important poet in the 18th century.b:He was entitled “Father of American Poetry”.c:He was born in New York and graduated from Princeton University.d:He wrote lots of poems supporting American Revolution and human liberty.e:He was the most notable representative of dawning American nationalism in literature.f:His poems presented Romantic spirits but his form and taste were mainly influenced by Classicism.g:Most famous poems: “The Wild Honey Suckle” and “The Indian Burying Ground”h:Analyze and discuss the theme, rhyme scheme and some difficult dictions in “The Wild Honey Suckle”.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 Background⑴ American Revolution(Strict rules made by English government prevented the economic development of the colonies. It was unfair. So American Independence War broke.)a:1775, Lexington, beginning of the Independence Warb:June 4th, 1776, Thomas Jefferson, Declaration of Independencec:1778, alliance with France, turning point for American armyd:1778, English army surrenderede:1783, formal recognition from Britain government⑵ Enlightenment (启蒙运动)(Review English Literature, 18th century, Addison, Steele and Pope, Classicism) a:Originated in Europe in the 17th centuryb: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, Voltaire)c:Basic principles: stressing education; stressing Reason (Order) (The age has been called Age of Reason.); employing Reason to reconsider the traditions and socialrealities; concerns for civil rights, such as equality and social justiced:Representatives: Benjamin Franklin, Thomas Paine, Thomas Jefferson etc.e: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)⑴ Lifea:Born in a very religious New England familyb:Graduated from Yalec: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 eived and meditated in solitude; wrote some books (P29)⑵ Analysisa:Influenced by the new ideas of Enlightenment, such as empiricismb:Still a pious Puritanc:His sense of God’s overwhelming presence in nature and in soul anticipated the Transcendentalism. (P32)d:First modern American and the country’s last medieval man3.Benjamin Franklin (1706-1790)⑴ Life?Jack of all tradesa:Born in a poor candle maker’s family in Bostonb:No regular educationc:Became a apprentice of a printer when he was 12d:A editor of a newspaper and published lots of essays when he was 16e:Went to Philadelphia when he was 17f:A successful printer and publisherg:Retired when he was 42h: A scientist with lots of inventions and a famous experiment (kite, electricity, thunderstorm)i: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 true⑵ Literary worksaoor Richard’s Almanac《穷查理的年历》b:Modeled on farmers’ annual calendar; kept publishing for many years; includes many classical sayings, such as “A penny saved is a penny earned.” (P34)c: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 Americans Lecture 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 Romanticism 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 poets Two 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 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"Leatherstocking Tales" (a series of five novels about the frontier life): The Pioneers, The Prairie, The Last of the Mohicans, The Pathfinder, The Deerslayer Central 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 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 depravity”. 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。
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。
美国文学史
《美国文学史》课程教学大纲一、说明（一）本课程的目的、要求美国文学史是四年制英语专业的一门选修课程，通过本课程的教学，应达到以下目的和要求：（1）使学生掌握美国文学史的基础知识，包括美国文学史的基本发展脉络、重要思潮、历史背景、流派、特点、主要代表作家、代表作及其特点，了解美国文学的特点。
（2）通过本课程的教学，为美国文学作品的学习打下基础，提高学生的人文素养，扩大知识面，增强学生的科研能力。
（3）提高学生的思维能力，使学生加深对美国文化的了解和分析能力，了解美国文化的本质，增强学生对美国文化的批评能力。
（二）内容选取和实施中注意的问题（1）美国文学史课程教学时间有限，教学内容比较多，在安排教学内容时，一定要突出重点，讲授具有代表性的历史事件和人物，介绍重点作品。
教学内容应在文学发展这一主线上展开，在文学发展过程中分析各阶段文学的特点及其代表作家，避免只见树木不见森林。
（2）教学中要考虑到中国学生的特点，结合学生的需要进行教学，避免照搬外国教材的模式。
（3）美国文学史是一门知识性课程，以课堂讲授为主，辅以讨论。
教学过程中，为了配合课堂教学内容，可适当布置一些阅读内容，以深化教学内容的接受。
由于美国文学的历史较短，教学中把注要精力集中在十九世纪到二十世纪这一阶段。
（4）作为中国学生学习美国文学，我们有必要让学生了解一些美国文学中与中国文化相关的材料，如超验主义与中国传统文化的关系。
同时，教学中也应适当注意少数裔作家，如黑人作家、犹太作家以及华裔作家。
（5）大纲中加“*”的可以根据需要取舍。
（三）教学方法（1）美国文学史是一门知识性课程，以课堂讲授为主，辅以讨论。
（2）教学中要充分利用现代化教学手段，提高课堂教学的容量，增加视频信息和图片。
（四）考核方式本课程一般为考查课程。
学期成绩以学生出勤情况、学生参与课堂讨论的表现与学期小论文三部分为主要依据。
三者分别占10％、30％、60％。
（五）教学内容与学时分配本课程一般安排在三年级下学期开设，每周2学时，共36学时左右，具体学时建议分配如下：二、大纲内容第一章殖民时期美国文学1. 早期美国文学的独特之处：历史短、散文开端、实用主义2. 美国文学的特点：个人主义3. 历史背景：清教思想的主要特征和文学特征*4. 早期美国散文5. 安妮·布拉德特里特和爱德华·泰勒的诗歌与主要特征说明和要求：在教学中应厘清清教对早期美国文学的影响和早期美国文学的实用性第二章启蒙时期与独立战争前后的美国文学1．革命时期的政论文：富兰克林：生平、主要作品及其语言特点汤马斯·潘恩的主要作品、风格及其语言特点汤马斯·杰弗逊与《独立宣言》2．独立战争时期的美国诗歌：菲利普·弗瑞诺的主要诗歌作品说明和要求：（1）要求学生了解本时期文学作品的风格、语言特色以及各作家的代表作（2）要求学生了解本时期文学的主要特点特点：实用主义，个人主义、理性主义（3）文学作品的风格与目的的统一性第三章十九世纪美国浪漫主义文学1．欧文的散文与小说：生平、主要作品、文学特色、对美国文学的贡献2．库柏及其小说创作：生平、《皮袜子故事》、文学特色、文学地位3．爱伦·坡：生平、主要诗歌作品及其特点、主要小说作品及其主要特色、*文学批评理论、对美国文学的贡献4．爱默生：生平、《自然》、《美国学者》、《自立》、超验主义思想、对美国文学的影响5．梭罗：生平、《瓦尔登湖》、主要思想及其影响6．霍桑：生平、主要作品、《红字》介绍、文学特色、文学成就7．麦尔维尔：生平、主要作品、《白鲸》及《比利·巴特》、文学成就*8. 朗费罗说明和要求:（1）掌握本章各主要作家的文学成就、对美国文学的贡献、主要作品的风格以及作家在美国文学史中的地位。
美国文学史及作品选读教案（5）
Lecture 5American Romanticism and New England Literature: Walt Whitman, Emily Dickinson and Edgar Allan PoeⅠT eaching ContentWalt Whitman; Emily Dickinson; Edgar Allan PoeⅡTime Allotment2 periodsⅢT eaching Objectives and Requirements1 Help the students to know about Walt Whitman.2 Help the students to know about Emily Dickinson.3 Help the students to know about Edgar Allan Poe.ⅣKey Points and Difficult Points in Teaching1 Walt Whitman2 Emily Dickinson3 Edgar Allan PoeⅤT eaching Methods and MeansLecture; Discussion; Multi-mediaⅥT eaching Process1 General Introduction to W alt Whitman and Emily Dickinson1.1 Sameness● Walt Whitman and Emily Dickinson were two major poets in late 19th century.●Thematically, both extolled an emergent America, its expansion, its individualism,and its Americanness, their poetry being part of “American Renaissance”.● Technically, both added to the literary independence of the new nation by breakingfree of the convention of the iambic pentameter and exhibiting a freedom in form unknown before. They were both considered as the pioneers of modern American poetry.1.2 Differences●Thematically,Whitman keeps his eye on society, while Dickinson explores theinner life of the individual●In outlook, Whit man is “national” while Dickinson is “regional”.●In form, Whitman’s endless, all-inclusive catalogs contrast with Dickinson’sconcise, direct, and simple diction and syntax2 W alt Whitman (1819-1892)2.1 Leaves of Grass● Through out Whitman’s life, Leaves of Grass went through 9 editions: 1855, 1856,1860, 1867, 1871, 1876, 1881, 1889, 1891-92.●The first edition of Leaves of Grass contained 12 poems, not sold well but made astir on the American literary scene. Because it broke with the poetic convention and expressed the pleasures of sex and the sensuality of the body, it was criticized as “noxious weeds”, “poetry of barbarism”.●In Leaves of Grass, Whitman extols the ideals of equality, democracy, the dignity,the self-reliant spirit, and the joy of the common man, the expansion of America with its dynamic creative fertility and its indomitable energy.●Leaves of Grass is an Adamic song.2.2 Poetics● Whitman’s poetic style is marked, first of all, by the use of the poetic “I” (usually atriangular relationship: “I” the poet, subject in the poem and “you” the reader.● Whitman is also radically innovative in terms of the form of his poetry. What heprefers is “free verse”, that is poetry without a fixed beat or regular rhyme scheme.A looser and more open-ended syntactical structure is frequently favored. Linesand sentences of different lengths are left lying side by side just as things, undisturbed and separate. There are few compound sentences to draw objects and experiences into a system of hierarchy.●There is a strong sense of the poems being rhythmical.●The rhetoric of Whitman’s poetry is relatively simple and even rather crude.●He has a strong tendency to use oral English.2.3 Contribution●Whitman’s influence over modern poetry is great in the world as well as inAmerica.● His best work has become part of the common property of Western culture. Manypoets in England, France, Italy and Latin America are in his debt.● Modern American poets like T. S. Eliot and Ezra Pound would not have been whatthey were without Whitman. Pound though called him a “pigheaded father”, recognized him as a father figure who led the break from the past.● Whitman has been compared to a mountain in American literary history.● His innovations in diction and versification, his frankness about sex, his inclusionof the commonplace and the ugly and his censure of the weakness of the American democratic practice—these paved his way to a share of immortality in American Literature.2.4 Song of Myself (For self-study)●Song of Myself is a repertory of Whitman’s thought. From a blade of “curlinggrass” Whitman sees into the mystery of death and birth and concludes that “the smallest sprout shows there is really no death”(Section 6), and that “all goes onward and out ward, nothing collapses” (Section 6). The “I”, present everywhere in life, leaves one with the impression of a divine omniscience beholding nature and man alike. It is only natural that “I am deathless”(Section 20), “I exist as I am” (Section 20), and “One world is aware…and that is myself” (Section 20), and that the whole poem ends on an extremely transcendental note: “I am large, Icontain multitudes.” (Section 51)●Through his senses, through his uninhibited imagination, and through his ecstaticjoy in life and urge to creation, the experiences of American life are poured. He moves from himself to “you” and to “others, to all humanity en masse about him, to the brave violence of his nation, to love and death, to the pantheistic God in every object, to the future and to eternity. Then: “I depart as air, I shake my white locks at the runaway sun…/I stop somewhere waiting for you.”(Section 52) Whitman’s thought moves often about the layers of friend, lover, the “en masse”, nation, humanity, to a kind of cosmic evolution or unity, a oneness with the universe. It comes from a form of Emersonian self-reliance and moves to the cosmos. The most limited and personal of his poems becomes the largest and most nearly universal.●Song of Myself reveals a world of equality, without rank and hierarchy. “Theprostitute draggling her shawl, the President holding a cabinet council, the stately and friendly matrons on the piazza walk…”illustrate the principle of democracy and equality. The poet, “walking around, hears America singing. The mother is singing while setting food on the table. The carpenter is singing, planning his boards…”Long catalogs of different people and different occupations indicate that here the new children of Adam are being restored to the Garden of Eden, developing their potentiality to the fullest extent possible. In a general sense Leaves of Grass is an Adamic song, and its author is an Adamic singer.3 Emily Dickinson (1830-1886)3.1 Themes of her poetry●Dickinson’s poems are usually based on her own experience, her sorrows and joys.Dickinson addresses those issues that concern the whole human beings, which include religion, death, immortality, love, and nature.◆Some of her poems are about her doubt and belief about religious subjects (shedesired salvation and immortality, yet she denied the orthodox view of paradise;she believed in God, while sometimes doubted his benevolence) P97-98.◆Some of her poems concern death and immortality (themes lying at the centerof Dickinson’s world), ranging over the physical as well as the psychological and emotional aspects of death (she looked at death from the point of view of both the living and the dying; for her, death leads to immortality, death marks the beginning of a higher life)—”I heard a Fly buzz—when I died”(a poem universally considered one of her masterpieces) P98-99.◆Some of her poems are about love, one group treating the suffering andfrustration love can cause, the clear reflection of her own unhappy experience (many of them are striking and original depictions of the longing for shared moments, the pain of separation, and the futility of finding happiness)—”If you were coming in the Fall”, “I can’t live with Y ou—”, the other group focusing on the physical aspect of desire, in which Dickinson dealt with allegorically the influence of the male authorities over the female, emphasizing the power of physical attraction and expressing a mixture of fear and fascination for the mysterious magnetism between sexes.◆More than five hundred poems of Dickinson’s are about nature, in which hergeneral skepticism about the relationship between man and nature is well expressed (she saw nature both gaily benevolent and cruel: she on the one hand believed that a mythical bond between man and nature existed and nature revealed to man things about mankind and universe. On the other hand, she felt strongly about nature’s inscrutability and indifference to the life and interest of human beings).● On the ethical level Dickinson emphasizes free will and human responsibility. Shebelieves that man is aided in his struggle by a resolute faith in immortality. She is absolutely convinced with soul’s sovereignty. She attacks over-emphasis on materialism and commercialism and responses to the expansion of America warmly. Dickinson admires the crusading liberal Republicanism. She has sympathy for the poor and the weak. She holds that beauty, truth and goodness are ultimately one.3.2 Characteristics of her poetry●Dickinson’s poetry is unique and unconventional in its own way. Her choice ofwords, her verbal constructions, her images and even her spelling are unconventional.◆Her poems have no titles, hence are always quoted by their first lines. In herpoetry, there is a particular stress pattern, in which dashes are used as a musical device to create cadence and capitals as a means of emphasis.◆The form of her poetry is more less like that of the hymns in communitychurches, familiar, communal, and sometimes, irregular.◆Her poetry abounds in telling images.◆ A salient feature of her technique is her severe economy of expression. Herpoetic idiom is noted for its laconic brevity, directness, and plainest words.◆Her poems are usually short, tending to be personal and meditative due to herdeliberate seclusion. Her poetry is remarkable for its variety, subtlety and richness. All these characteristics were to become popular through Stephen Crane with the Imagist such as Ezra Pound and Amy Lowell in the twe ntieth century. She became, with Stephen Crane, the precursor of the Imagist movement.(Compare Whitman and Dickinson)4 Edgar Allan Poe (1809-1849) (For self-study)4.1 Others’ comment on Allan Poe●For a long time after his death, Poe remained the most controversial and mostmisunderstood literary figure in the history of American literature.◆Rufus Griswold painted him as a Bohemian, depraved and demonic, a villainwith no virtue at all.◆Emerson described him in three words: “the jingle man.”◆Mark Twain declared his prose unreadable.◆Henry James stated ruthlessly that “an enthusiasm for Poe is the mark ofdecidedly primitive state of development.”◆Whitman had mixed feelings about him: admitting Poe’s genius, but thinkingit was “its narrow range and unhealthy, lurid quality” that most impressed him.◆T. S. Eliot proclaimed him a critic of the first rank, but charged him with“slipshod writing”.◆Yvor Winters regarded Poet’s literary merit as “a very frail delusion”.●For a long time American literary criticism was reluctant to come to terms withPoe and failed to do full justice to his genius●Ironically, in Europe Poe enjoyed respect and welcome. Swinburne, Bernard Shaw,D. H. Lawrence and W. H. Auden all admired and spoke highly of him.◆Shaw said Poe was on the centenary of his birth, “the greatest journalisticcritic of his time; his poetry is “exquisitely refined”; and his tales are “complete works of art.”◆In Germany, writers such as R. M. Rilke indebted him.◆In Russia, the works of Dostoevsky bear a visible imprint of Poe’s influence.◆In France, Charles Baudelaire determined that “Edgar Poe…must become agreat man in France” and spent the beat of his mature time life translating Poe, elevating Poe to the status of a literary deity. (P106)●Today, his works are read with appreciation and understanding. Critics regarded him as a great writer of fiction, a poet of the first rank, and a critic of insight.4.2 Poe’s esthetics principles●Poetic principle:◆Poem should be short readable at one sitting.◆Its chief aim is beauty, namely, to produce a feeling of beauty in the reader.◆Poe is opposed to “the heresy of the didactic” and calls for “pure” poetry.◆He stresses rhythm, defines true poetry as “the rhythmical creation of beauty”,and declares that “music is the perfection of the soul, or idea, of poetry.”(P107) In addition, Poe insists on an even metrical flow in versification.(P108)●Theories for short stories:◆The short story must be of such length as to be read at one sitting (brevity, soas to ensure the totality of impression.◆The very first sentence ought to help bring out the “single effect” of the story.A tale should reveal some logical truth with “the fullest satisfaction,”andshould end with the last sentence, leaving a sense of finality with the reader.◆In theme Poe anticipates twentieth-century literature in his treatment of thedisintegration of the self in a world of T. S. Eliot’s “nothingness”and Hemingway’s “nada”.◆He was immensely interested in deduction and induction. (P110-114)4.3 Poe’s style●Traditional●Much too rational, too ordinary to reflect the peculiarity of his theme●Not easy to read4.4 Poe’s position●His influence is world-wide in modern literature.●His aesthetics and conscious craftsmanship, his attack on “the heresy of thedidactic”, and his call for “the rhythmical creation of beauty”have influenced French symbolists and the devotees of “art for art’s sake”.●Poe is the father of psychoanalytic criticism and the father of detective story.4.5 Discussion of Poe’s two poems●To Helen◆In the first stanza, Helen’s beauty is soothing. It provides security and safety toHelen’s beauty, for her beauty is as hypnotic for the speaker as the ships that transported another wanderer-Ulysses-home from Troy.◆Poe uses allusions to classical names and places, as well as certain kinds ofimages to create the impression of a far-off idealized, unreal woman, like a Greek statue. Words that support the image of an ideal woman are “hyacinth”and “classic”“Naiad airs”and “statue-like. Helen stands, not like a real woman, but like a saint in a”windows-niche. She becomes a symbol both of beauty and of frustration, a romantically idealized, yet inaccessible image of the heart’s desire.●“Sonnet: To Science”◆Structure: This sonnet can be divided into four parts: 3 quatrains and a couplet.▼In the first quatrain, through comparison, Poe condemns Science as a “true daughter of Old Time” and as a “Vulture” that “preyest . . . upon the poet’sheart”, helping make a case against science and cast it in a negative light.The reference to time reminds the reader of death and decay, both of whichcome with time. Without time, after all, there would be no reason to worryabout deadlines and responsibilities, and one could devote oneselfcompletely to reverie. The reference to a vulture, similarly, conjures up theconnotations of death and decay while completing the image in theprevious line of science devouring the heart of the poet.▼In the second quatrain, the poet poses rhetorical questions asking how a poet could like, respect, or join Science or think it as wise when it does notpermit him to indulge in imagination, even though he, the poet, perseveresit with undaunted courage. This image of the poor brave poet with his heartbeing preyed upon as he is simply trying to enjoy the beauty of the starspresents a victimized character to the reader.▼In the third quatrain, the poet accuses Science of spoiling some beautiful myths, such as that of Diana and the Hamadryad with harsh language. (InRoman mythology, Diana was the hunting goddess or moon goddess, andan emblem of chastity. Here car indicates Diana’s chariot. Now science hasvanquished the hunt, leaving Diana aimless and lost; Hamadryad, in Greek& Roman Mythology, a wood nymph who lives only as long as the tree, ofwhich she is the spirit, lives. Now with the advent of science, TheHamadryad does not tend to the old forests; but science explains the cycleof photosynthesis; in Greek mythology, the Naiads were a type of nymphwho presided over fountains, wells, springs, streams, and brooks. Nowinstead of the Naiad, nymph of fresh water, being the source of the flood,science can come up with dreary explanations involving weather patterns.)The wood nymph Hamadryad, the water nymph Naiad, and Diana, goddessof wild animals, all conjure up notions of magic, beauty, and imagination.▼Finally, the concluding couplet reveals the reason for the persona’s lament;here, with the poem’s only first-person pronoun, the persona focusesattention on himself, accusing Science of depriving him of his reverie.Thus through its sonnet structure, metaphor, allusions, diction, and alliteration, “Sonnet: To Science” laments the effects of science on poetry and imagination.◆Theme:▼Under the traditional Shakespearean sonnet structure, Poe expresses nontraditional accusations of science. It is spoken through the vision of apassionate man mourning the slaughter of mythology, fantasy, art by itsalleged arch enemy, Science. Science is portrayed as evil and words like“prey st,”“Vulture,”and “torn” are used to describe science’s impact onmankind.▼Poe does not see science and scientific development as a good thing, rather he feels that science “alterest all things with thy peering eyes.” This visionof science grows stronger and appears in virtually all of Poe’s later talesand stories. He implores Science as to why “she”must impose her “dullrealities”on the hearts of poets like himself, squelching their wanderingminds. He questions the desertion of imagination by the objective forceof science.▼He is inclined to avoid logic in his argument, although the classic sonnet structure implies his own attempt to rationalize his own thoughts. Perhapsthe structure contrasted with such feelings further insinuates humanity’sparadoxical need for organization in every field of thought.ⅦReflection Questions and AssignmentsReflection QuestionsWhy was Walt Whitman viewed to be “one of the greatest innovators inAmerican literature”?Assignments1 Read “Because I could Not Stop for Death”.2 Read “The Raven”.3 Self-study William Dean Howells4 Compare the following poem with Poe’s “Sonnet: To Science”.如果数字和圆形不再是…….诺瓦利斯（徳）Novalis 1772-1801如果数字和圆形不再是一切造物的钥匙,如果歌唱或亲吻的人们学识比大师还精深,如果有一天世界必定回归到自由的生命,如果那是光与影重新合为纯粹的澄明,如果人们从童话和诗句认识真实的世界历史于是整个颠倒的存在随一句密语飞逝.ⅧMajor ReferencesEdward by Sculley Bradley. The American Tradition in Literature. Random House Inc., 1956.James D. Hart. The Oxford Companion to American Literature. 北京：外语教学与研究出版社，1995.常耀信.《美国文学简史》. 天津：南开大学出版社，2003.常耀信.《漫话英美文学》. 天津：南开大学出版社，2004.董衡巽. 《美国文学简史》(修订本). 北京：人民文学出版社，2003.蒋洪新.《英美诗歌选读》. 长沙：湖南师范大学出版社，2004.李公昭.《20世纪美国文学导论》. 西安：西安交通大学出版社，2000.刘洊波. 《英美文学史及作品选读》. 北京：高等教育出版社，2001.姜涛. 《美国诗歌赏析》. 北京：新华出版社，2006.钱青等. 《美国文学名著精选》（上，下）. 北京：商务印书馆，1995.陶洁. 《美国文学选读》（第二版）. 北京：高等教育出版社，2005.吴伟仁. 《美国文学史及选读》（第一、二册）. 北京：外语教学与研究出版社，1990.吴定柏. 《美国文学大纲》.上海：上海外语教育出版社，1998.杨岂深，龙文佩. 《美国文学选读》. 上海：译文出版社，1985.张伯香. 《英美文学选读》北京: 外语教学与研究出版社，1998.张冲. 《新编美国文学史》（第一卷）. 上海：上海外语教育出版社，2000.左金梅.《美国文学》. 青岛：青岛海洋出版社, 2000.。
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
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。