虽然每个故事的长度或复杂程度可能不同,但每个故事的内部都是主题或中心思想。英语语言艺术教师如果教导学生讲述所有故事中的结构,他们教小说时就会有优势。一个主题贯穿故事的静脉,无论它如何呈现:小说,短篇小说,诗歌,图画书。甚至连电影导演罗伯特·怀斯也都注意到主题在电影制作中的重要性,“如果没有某种主题,你就无法讲述任何一种故事。”它是在这些线之间,无论是在页面上打印还是在屏幕上说出,学生需要在这些线上观看或收听,因为作者不会告诉读者故事的主题或课程是什么。相反,学生需要使用他们推断和推理的能力来检查文本;做任何一种方法来支持使用证据。首先,教师和学生必须明白,任何一篇文献都没有单一的主题。文学越复杂,主题越多。然而,作者确实帮助学生通过在整个故事中重复的主题或主导思想来推断主题。例如,在F. Scott Fitzgerald的“了不起的盖茨比”中,“眼睛”主题在字面上呈现(T.J.Eckleburg博士的广告牌眼睛)并且在整本小说中具有象征性。虽然其中一些问题看似显而易见(“主题是什么?”),但通过使用证据来支持批判性思维变得明显的回应。

英国拉夫堡大学教育学Essay代写:如何教授主题

While every story may differ in length or complexity, inside of every story is the theme or a central idea. English language arts teachers have an advantage when they teach fiction if they teach students about the structure found in all stories. A theme runs through the veins of a story no matter how it is presented:  novel, short story, poem, picture book. Even the film director Robert Wise noted the importance of theme in movie-making, “You can’t tell any kind of a story without having some kind of a theme, something to say between the lines.” It is between those lines, whether they are printed on the page or spoken on the screen, where students need to look or to listen because the author will not tell readers what the theme or lesson of the story is. Rather, students need to examine a text using their abilities to infer and to make an inference; to do either means to use evidence in support. To begin, teachers and students must understand that there is no single theme to any piece of literature. The more complex the literature, the more possible themes. Authors do, however, help students infer theme through motif(s) or dominant idea(s) repeated throughout a story. For example, in F. Scott Fitzgerald’s The Great Gatsby, the “eye” motif is present literally (billboard eyes of Dr. T.J. Eckleburg) and figuratively throughout the novel. While some of these questions may seem obvious (“what is a theme?”) it is through the use of evidence to support a response where the critical thinking becomes obvious.

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