“文学阅读与写作”是《普通高中语文课程标准(2017年版2020年修订)》所设计的学习任务群之一,在此任务群的内容表述中某些术语的使用不够严谨,主要体现在三个方面:“意蕴”与“情感”两个术语之间的关系不清晰;描述作者(作家)的艺术创...“文学阅读与写作”是《普通高中语文课程标准(2017年版2020年修订)》所设计的学习任务群之一,在此任务群的内容表述中某些术语的使用不够严谨,主要体现在三个方面:“意蕴”与“情感”两个术语之间的关系不清晰;描述作者(作家)的艺术创造所使用的术语有遗漏;没有对“文学批评”与“文学鉴赏”进行区分。文章从这三方面进行分析并提出修改建议。“Literary Reading and Writing” is one of the learning task groups designed in The Chinese Curriculum Standards for General High School (2017 Edition, 2020 Revision). In the content expression of this task group, the use of some terminologies is not rigorous enough, which is mainly reflected in three aspects: the relationship between “implication” and “emotion” is not clear;Omissions in the terminologies used to describe the artistic creation of the author (writer);There is no distinction between “literary criticism” and “literary appreciation”. This paper analyzes these three aspects and puts forward some suggestions for revision.展开更多
文摘“文学阅读与写作”是《普通高中语文课程标准(2017年版2020年修订)》所设计的学习任务群之一,在此任务群的内容表述中某些术语的使用不够严谨,主要体现在三个方面:“意蕴”与“情感”两个术语之间的关系不清晰;描述作者(作家)的艺术创造所使用的术语有遗漏;没有对“文学批评”与“文学鉴赏”进行区分。文章从这三方面进行分析并提出修改建议。“Literary Reading and Writing” is one of the learning task groups designed in The Chinese Curriculum Standards for General High School (2017 Edition, 2020 Revision). In the content expression of this task group, the use of some terminologies is not rigorous enough, which is mainly reflected in three aspects: the relationship between “implication” and “emotion” is not clear;Omissions in the terminologies used to describe the artistic creation of the author (writer);There is no distinction between “literary criticism” and “literary appreciation”. This paper analyzes these three aspects and puts forward some suggestions for revision.
