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林浩光 = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / 稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 147-155 / Lin Haoguang = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 問題之提出 --- p.1 / Chapter 第二節 --- 研究之價值 --- p.3 / Chapter 第三節 --- 研究之說明 --- p.4 / Chapter 第一章 --- 注釋 --- p.7 / Chapter 第二章 --- 「文體」的理論體系 --- p.8 / Chapter 第一節 --- 文體的涵義 --- p.8 / Chapter 第二節 --- 文體的語言組織法則----體裁 --- p.10 / Chapter (一) --- 體裁的涵義 --- p.10 / Chapter (二) --- 體裁的發展規律 --- p.12 / Chapter (三) --- 體裁的常與變 --- p.17 / Chapter 第三節 --- 文體的寫作要求法則----體要 --- p.19 / Chapter (一) --- 體要的涵義 --- p.19 / Chapter (二) --- 體要之制約性 --- p.21 / Chapter (三) --- 體裁與體要的關係 --- p.25 / Chapter (四) --- 體要與體貌的關係 --- p.27 / Chapter 第四節 --- 文體的風格層次----體貌 --- p.30 / Chapter (一) --- 體貌的涵義 --- p.30 / Chapter (二) --- 風格的涵義 --- p.31 / Chapter (三) --- 風格的類別 --- p.36 / Chapter (四) --- 風格形成的主、客觀因素 --- p.38 / Chapter (五) --- 風格要素與風格手段 --- p.40 / Chapter (六) --- 風格的正與變 --- p.43 / Chapter (七) --- 風格的多變性 --- p.46 / Chapter 第五節 --- 文體的分類 --- p.48 / Chapter 第二章 --- 注釋 --- p.52 / Chapter 第三章 --- 文體論的應用----以香港中國文學科古典詩歌 篇章教學作示例說明 --- p.57 / Chapter 第一節 --- 文體教學的重點 --- p.58 / Chapter (甲) --- 體裁教學 --- p.58 / Chapter (一) --- 解釋體裁的名教 --- p.58 / Chapter (二) --- 探究體裁的格式 --- p.58 / Chapter (三) --- 闡明體裁的發展規律 --- p.60 / Chapter (乙) --- 體要教學 --- p.64 / Chapter (一) --- 文體的内容要求 --- p.64 / Chapter (二) --- 文體的寫作法刖要求 --- p.65 / Chapter (三) --- 文體功能之要求 --- p.65 / Chapter (丙) --- 體貌教學 --- p.67 / Chapter (一) --- 文體風格之辨析 --- p.67 / Chapter (二) --- 作家風格的辨析 --- p.67 / Chapter (I) --- 作家風格形成的主、客觀因素 --- p.68 / Chapter (II) --- 風格手段的探究 --- p.68 / Chapter (III) --- 辨析風格之正變 --- p.69 / Chapter 第二節 --- 文體教學示例 --- p.69 / Chapter (一) --- 詩經體------《詩´經Ø國´風Ø碩鼠》 --- p.69 / Chapter (二) --- 楚辭體-----《九´歌Ø國殤》 --- p.75 / Chapter (三) --- 漢樂府-----《東門行》 --- p.81 / Chapter (四) --- 五言古詩----曹植 《雜詩》、 陶潛 《移居》、 李白 《月下獨酌》 --- p.84 / Chapter (五) --- 唐代近體詩 --- p.94 / Chapter (I) --- 絶句----王維 《鳥嗚澗》、 王昌龄《從軍行》 --- p.95 / Chapter (II) --- 律詩----杜甫 《閣夜》、 李商隠《蟬》 --- p.100 / Chapter (六) --- 宋詞 --- p.107 / Chapter (I) --- 小令、--李煜 《破陣子》、 中調 蘇軾 《定風波》 辛棄疾《南鄉子》 --- p.109 / Chapter (II) --- 長調-----柳永 《八謦甘州》 --- p.121 / Chapter (七) --- 元散曲--------馬致遠《水仙子》 --- p.129 / 第三章注釋 --- p.139 / Chapter 第四章 --- 結論 --- p.143 / 第四章注釋 --- p.146 / 參考書目 --- p.147

M.A. (Applied Linguistics) / Please refer to full text to view abstract

This study employs a hybrid research method. My religious background has led me to find a great affinity for certain literary criticism, that which sees literature as a source for moral thinking and moral decision-making. I offer a history of my transactions with texts, texts that were initially formative for me as a moral thinker, then useful for me in a variety of ways as a teacher of texts, then which I later began to appreciate in a more critical and theoretical way as I developed a deeper understanding of how those texts had influenced me and how they had – or had not – influenced my students. I borrow heavily from the theory and method of autoethnography in this study, in the sense that I will examine a variety of “internal data” from my memories of books, teachers, and classroom situations, along with “external data” including interviews, report cards, lecture notes and exam questions, and will subject my data to a number of critical lenses with the goal of what Anderson (2006) describes as a commitment to “an analytic research agenda focused on improving theoretical understandings of broader social phenomena” (375). Using the lenses of the literary theory and criticism of Wayne Booth, Martha Nussbaum, Robert Coles and Aharon Lichtenstein, I will analyze my experiences as a reader and teacher, and I explain how literary works I read and taught can serve as vehicles for the development of a student’s moral sensibility – and how teachers can help facilitate that development. I use my own unique vantage point, that of an Orthodox Jewish boy who initially found friends in secular texts, then found that those texts were among his great teachers of values, to offer a singular perspective on the power of these texts. These lenses, which are (to mix metaphors a bit) filtered through my unique perspective, provide an interpretation that will at first lead me to explore the field of moral education as a whole, if only because I shared many of its desired outcomes in my literature classroom. After a brief overview of this field, I use the work of Hanan Alexander, David Hansen, Carl Rogers, and others to present a more general yet nuanced account of how “spiritual awareness” and the humane fusing of reason and emotion can be fostered in students, with a flexibility and understanding that learning is a way to learn a process, not a process towards a specific set of intellectual goals. I humbly call this hybrid method a literary-auto-ethno-pedogography, as I seek to produce a critical history of my education as a reader and teacher of literature. After an inquiry into my own reading and teaching to understand my own and my students’ development as moral decision makers; I then seek to expand the depth and quantity of moral conversations and bring them to the classrooms of others. As such, my study includes ideas for how to bring about moral conversations in English classrooms, both through student writing and oral exchange, based on ideas from Sheridan Blau, Jeff Wilhelm, David Hansen, Barry Holtz, and others. I conclude with the still unanswered questions that my study has raised for me and for other researchers who share my interest in the relations between secular and religious education and the problem of teaching literature to shape character and refine a reader’s moral sensibility. I also offer some concluding suggestions about how future students and teachers might build on and expand upon my work.

Orientador: João Pedro Pezzato / Banca: Adriana Carvalho da Silva / Banca: Tiago Vieira Cavalcante / Banca: Maria Rosa Rodrigues Martins de Camargo / Banca: Cláudia Cristina Fiorio Guilherme / Resumo: O texto que apresentamos propõe estabelecer comparativos entre dois livros de literatura infantil de destaque aos seus tempos a partir da perspectiva da análise da construção narrativa e do entendimento da visão de mundo de seus autores com base no conhecimento de geografia que expressam: a Geografia de Dona Benta, de Monteiro Lobato, publicada em 1935 e o Le tour de la France par deux enfants: devoir et patrie, publicado em 1877 por G. Bruno, ambos inseridos em contextos de solidificação dos nacionalismos patrióticos. A hipótese de pesquisa reside na ideia de que Monteiro Lobato teve acesso à narrativa francesa em destaque, em vista das semelhanças de enredo entre os dois textos, além das similitudes entre os conteúdos de referência, objetivos, pretensões e visões de mundo dos autores, sem contar os distanciamentos entre as propostas narrativas. Dentre as semelhanças destacamos o fio ideológico que une os dois textos - o positivismo lógico bem como a busca pela construção de uma nação fundada no patriotismo a partir da exploração do espaço geográfico; já entre os distanciamentos podemos ressaltar a proposta de linguagem utilizada por cada texto na composição de suas tramas, sendo uma calcada na artesanalidade e a outra na persecução do que podemos chamar de uso convencional da língua. Para além da identificação das similitudes entre as narrativas, as diferenças entre os textos apresentaram-se também como propósito investigativo, reforçando a noção de espírito de época na dis... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The text that we present proposes to establish comparatives between two significant texts of children's literature at their times from the perspective of the analysis of the narrative construction and the understanding of the worldview of its authors based on the knowledge of geography that they express: the Geografia de Dona Benta, by Monteiro Lobato, published in 1935 and Le tour de la France par deux enfants: devoir et patrie, published in 1877 by G. Bruno, both inserted in contexts of solidification of patriotic nationalisms. The research hypothesis is based on the idea that Monteiro Lobato had access to the French narrative in view, due to the similarities between the two texts, as well as the similarities between the reference content, objectives, pretensions and worldviews of the authors, as well as the distance between narrative proposals. Among the similarities we highlight the ideological thread that unites the two texts - logical positivism as well as the search for the construction of a nation based on patriotism from the exploration of geographic space; already between the distances we can emphasize the language proposal used by each text in the composition of its plots, being one based on the craftsmanship and the other in the pursuit of what we can call conventional use of the language. In addition to identifying the similarities between narratives, the differences between the texts were also presented as an investigative purpose, reinforcing the notion of peri... (Complete abstract click electronic access below) / Résumé: Le texte présenté propose d'établir des comparatifs entre deux livres de littérature pour enfants, évidents à leur temps, à partir de la perspective de la construction de l'analyse narrative et de la compréhension de la vision du monde des auteurs basés sur la connaissance de la géographie qui expriment: la Geografia de Benta, de Monteiro Lobato, publiée en 1935 et Le tour de la France par deux enfants: devoir et patrie, publié en 1877 par G. Bruno, tous deux insérés dans des contextes de solidification des nationalismes patriotiques. L'hypothèse de recherche est basée sur l'idée que Monteiro Lobato avait accès au récit français, en raison des similitudes entre les deux textes, ainsi que des similitudes entre le contenu de référence, les objectifs, les prétentions et les visions du monde des auteurs, ainsi comme les distances entre les propositions narratives. Parmi les similitudes, nous soulignons le fil idéologique qui unit les deux textes - le positivisme logique ainsi que la recherche de la construction d'une nation basée sur le patriotisme à partir de l'exploration de l'espace géographique; déjà entre les distances nous pouvons souligner la proposition de langage utilisée par chaque texte dans la composition de ses parcelles, étant une basée sur l'artisanat et l'autre dans la poursuite de ce que nous pouvons appeler l'utilisation conventionnelle de la langue. En plus d'identifier les similitudes entre les récits, les différences entre les textes ont également été présent... (Résumé complet accès életronique ci-dessous) / Doutor

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