寓言故事與英文作文
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Date
2001-07-??
Authors
莊坤良
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Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
寓言故事因其篇幅短小、語言簡約，同時兼具故事性及道德教訓，可以拿來作為高中生英文摘要及讀後感寫儘的最無練習教材。本文首先介紹寓言故事發展的歷史沿 革，並舉希臘伊索、法國拉豐丹、德國雷辛、俄國克雷洛夫、托爾斯泰及美國索伯等寓言故事作家的作品為例，說明各寓言的不同精神。第二部分探討搞要及讀後感 寫作的基本原則與步驟，並舉學生作品為例，驗證其可行性。結語部分兼論中學英語作文教學的三個迷思。希望透過這個寓言教材的分析與討論，提高中學英語文寫 作的教學成效。
A fable is often characterized by is simple structure, clear language, brief length, and most distinctively by is animal story and the moral teaching embedded in the story. For learning and educational purposes, a fable can be used as teaching material for English composition in senior high school. The first part of this paper analyzes the nature of a fable and discusses various types of fables by Aesop, Jean la Fontaine, Ivan Andreevich Krilof, Leo Tolstoy, and James Thurber respectively. The second part is devoted to the discussion of how some of the fundamental principles of writing a summary and a response can be put into practice in the classroom. In the conclusion, three common "myths" in high school English composition are deconstructed, and the building up of subjectivity in writing is emphasized.
A fable is often characterized by is simple structure, clear language, brief length, and most distinctively by is animal story and the moral teaching embedded in the story. For learning and educational purposes, a fable can be used as teaching material for English composition in senior high school. The first part of this paper analyzes the nature of a fable and discusses various types of fables by Aesop, Jean la Fontaine, Ivan Andreevich Krilof, Leo Tolstoy, and James Thurber respectively. The second part is devoted to the discussion of how some of the fundamental principles of writing a summary and a response can be put into practice in the classroom. In the conclusion, three common "myths" in high school English composition are deconstructed, and the building up of subjectivity in writing is emphasized.