论高校文学史课堂叙事化教学中的教师个人叙事

On Teachers’ Personal Stories in Narrative Teaching of Literature History in Colleges and Universities

在传统的课堂教学实践中,影响、制约教学方式和教学效果的教师个人故事是“隐性”的。鉴于教师个人故事的“始终缺席却又时刻在场”,以及高校文学史课堂自身“历史”和“人学”的双重特性,教师的个人故事完全可以而且也应该由隐性走向显性、由“缺席的在场”变为“真正的在场”。文学史故事的同理心介入、文学文本故事的同情心阐释,是教师个人故事出场的最好时机。但教师个人故事的出场,必须注意好“相关度”和“叙事量”的把握。设若运用得当、调度得法,可以起到活跃课堂气氛、活化课程知识的良好效果。

In traditional teaching practice,teachers′personal stories that affect and restrict teaching methods and teaching effects are"hidden".In view of the"always absent but always present"of teachers′personal stories and the dual characteristics of"history"and"human studies"in the teaching of literature history,teachers′personal stories can and should change from"absent presence"to"real presence".The empathy intervention of literary history stories and the sympathetic interpretation of literary text stories are the best opportunities for teachers′personal stories to appear.However,the appearance of teachers′personal stories must pay attention to the"relevance"and"narrative quantity".If properly applied and properly scheduled,it can play a good role in activating classroom atmosphere and curriculum knowledge.