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文言教学中的作者意义探究
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作者 刘祥 《语文教学通讯(高中)(A)》 2018年第1期17-19,共3页
学习文言文, 离不开对文本意义的深切感知. 要将此种感知落到实处, 就必须正确理解文本中隐藏着的作者意义.文言教学中, 教师引导学生探究作者意义时, 必须立足于对话,将作者视作普通人, 探寻他的喜怒哀乐; 还必须细读文本,在对比分析... 学习文言文, 离不开对文本意义的深切感知. 要将此种感知落到实处, 就必须正确理解文本中隐藏着的作者意义.文言教学中, 教师引导学生探究作者意义时, 必须立足于对话,将作者视作普通人, 探寻他的喜怒哀乐; 还必须细读文本,在对比分析中寻找真相; 也可以借助西方心理学的研究成果,立足于当下审视前贤. 展开更多
关键词 文言文教学 作者意义 对话 文本细读
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文本意义生成的四个基本要素
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作者 刘震宏 《江苏教育(中学教学)》 2015年第4期27-28,34,共3页
文本意义的生成是作者、文本、语境、接受者等共同参与的一个动态过程。在形式上,这四个基本要素时而统一,时而相悖,时而各自行事;它们相互沟通、交流、对话、融合,从而产生新的意义内涵,实现文本的教学价值。
关键词 语文阅读教学 作者意义 文本意义 语境意义 创造性解读
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艺术自律与作家意图:门罗·比尔兹利的文艺思想及其效应 被引量:1
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作者 章辉 张军 《甘肃社会科学》 CSSCI 北大核心 2019年第4期23-32,共10页
受到西方现代审美主义和当代语言哲学的影响,比尔兹利主张艺术的自律性,反对意图主义批评。比尔兹利提出内在证据/外在证据、起源性理由/情感性理由、作者意义/文本意义、意图谬误/影响谬误等概念系统论述自己的主张,其核心观点是,如果... 受到西方现代审美主义和当代语言哲学的影响,比尔兹利主张艺术的自律性,反对意图主义批评。比尔兹利提出内在证据/外在证据、起源性理由/情感性理由、作者意义/文本意义、意图谬误/影响谬误等概念系统论述自己的主张,其核心观点是,如果艺术家的意图成功地实现了,这种意志就体现在作品中;如果艺术家没有能够实现他的意图,关于那个意图的知识相关于对艺术家的判断但不相干于对作品的评价;非语言性艺术品的意义来自艺术品自身的审美特质,文学作品的意义取决于公共性的语言规则和语言使用惯例。比尔兹利对艺术品独立性的维护产生了深远的影响,但也遭到学界的诸多批评。作家意图有助于理解但不能等同于文本意义,文本意义是在结构主义和建构主义的中间点上,因此文本意义会发生变化,这是文本、语言和解释者众多因素相互作用的结果。 展开更多
关键词 内在证据 外在证据 作者意义 文本意义 意图谬误 影响谬误
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SPECIAL ISSUE: A DISCUSSION ON THE SOURCE OF MEANING OF LITERARY WORKS A Brief Discussion of the Generation of Meaning in Literary Works: A Hermeneutic Examination 被引量:1
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作者 Zhu Liyuan 《Social Sciences in China》 2017年第4期154-171,共18页
The sources of meanings of literary works can be reviewed from various angles, one of which should be hermeneutics. Since the mid-20~ century, Western hermeneutics developed two important types of theories: one was t... The sources of meanings of literary works can be reviewed from various angles, one of which should be hermeneutics. Since the mid-20~ century, Western hermeneutics developed two important types of theories: one was the ontological hermeneutics from Martin Heidegger to Hans-Georg Gadamer, orientated towards the reader-centered theory in terms of the view of meanings; the other was the "hermeneutics as the general methodology of the Geisteswissenschaften" represented by Italian philosopher Emilio Betti, which affirmed that the author (subject) was one of the important sources of meanings of works. Due to intricate reasons, the latter exerted less influence, and Gadamer's ontological hermeneutics firmly stuck to a mainstay position in European and American academia. Since the 1990s, the circle of literature in China has also been greatly influenced by the hermeneutic theories from Heidegger and Gadamer to reception aesthetics, and Betti's impact almost can be neglected. Consequently, the view of meanings of literary works from the perspective of the reader-centered theory has been widely accepted, and the role of the author to endow initial meanings to his works was belittled and even denied. Since Zhang Jiang advanced the theory of "imposed interpretation" in 2014, academia has begun to reflect upon the one-sidedness of the reader-centered theory (relativism and subjectivism), and pick up the significance, which cannot be denied, of the author's meaning in the generation of meanings of literary works. In reference to Betti's hermeneutic train of thought and methodology, this essay, based on the practice of literary creation, concludes that the meaning of a literary work is created by the author and readers together in their interaction, and constantly generated in the dynamic process of the three factors of author, literary texts and readers, rather than by the author alone, or by readers solely. 展开更多
关键词 ontological and methodological hermeneutics AUTHOR text reader generation ofmeaning
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