英國(guó)文學(xué)課程筆記

課程名稱(chēng)英國(guó)文學(xué)簡(jiǎn)史(劉炳善編著)

課程時(shí)間2013年1月?2013年6月

LectureOne:OldEnglishLiterature1

LectureTwo:MiddleEnglishLiterature4

LectureThree:GeoffreyChaucer7

LectureFour:ThePre-ElizabethanLiterature11

LectureFive:TheElizabethanLiterature15

LectureSix:TheEarlyEnglishDrama21

LectureSeven:WilliamShakespeare(1)27

LectureEight:WilliamShakespeare(2)33

LectureNine:ParadiseLost41

LectureTen:JohnBunyan45

LectureEleven:TheEighteenthCenturyEnglishLiterature50

LectureTwelve:JonathanSwift56

LectureThirteen:The18th-centuryEnglishNovel59

LectureFourteen:S.Richardson&H,Fielding64

LectureFifteen:Sentimentalism73

LectureSixteen:Pre-romanticism78

LectureSeventeen:TheRomanticLiterature82

LectureEighteen:WilliamWordsworth86

LectureNineteen:SamuelTaylorColeridge89

LectureTwentyGeorgeGordonByron92

LectureTwenty-onePercyByssheShelley95

LectureTwenty-twoJohnKeats98

LectureTwenty-threeWalterScott&JaneAusten104

LectureTwenty-fourVictorianPeriod110

LectureTwenty-fiveWilliamThackeray115

LectureTwenty-sixCharlesDickens118

LectureTwenty-sevenCharlotteBronte122

LectureTwenty-eightEmilyBronte128

LectureTwenty-nineGeorgeEliot&ThomasHardy133

LectureThirtyVictorianPoetry140

LectureThirty-oneTwentieth-CenturyLiterature144

LectureThirty-twoEarlyTwentieth-CenturyNovel152

LectureOne:OldEnglishLiterature

教(1)Giveguidingideasaboutpoetry,includingitselementsanddifferent

學(xué)types

目(2)Providebasicknowledgeofunderstanding&appreciatingOldEnglish

的literature

(3)ExperienceOldEnglishliteraryworkBeen"""'throughreading

教學(xué)(1)GraspthemainideasaboutBeowulfanditsculturalvalues

要求(2)AnalyzethethemeandartisticfeaturesofBeowulf

教

學(xué)

(1)Lectures:providingessentialbackgroundknowledge

方法

(2)Seminars:discussingongivingtopics

教學(xué)(1)Multi-mediaequipment

手段

學(xué)時(shí)

Twoperiods

配

分

1.Leading-in:

OldEnglish,orAnglo-Saxon,periodextendsfromabout450to1066,the

yearoftheNorman-FrenchconquestofEngland.TheGermanictribesfrom

EuropewhooverranEnglandinthe5lhcentury,aftertheRomanwithdrawal,

broughtwiththemtheOldEnglish,orAnglo-Saxonlanguage,whichisthe

basisofModernEnglish.

2.TheHistoricalBackground:

TheEnglishpeopleareofamixedblood.Theearlyinhabitantsonthe

islandwecallitEnglandwereBritons,atribeofCelts,andtheywerea

教primitivepeople.

Fromtheyear55B.C.,BritainwasinvadedbyJuliusCaesar,theRoman

學(xué)Conqueror,andatthesametime,Britainwasinvadedbythreetribesfrom

NorthernEurope:theAngles,SaxonsandJutes.TheylandedontheBritish

過(guò)coastandbuiltthekingdomsoftheirown.Bythe7IhcenturyAD,thesesmall

kingdomswerecombinedintoaunitedkingdomcalledEngland.Thethree

程dialectsspokenbythemgrewintoasinglelanguagecalledAnglo-Saxon,or

OldEnglish.

ThethreetribesinvadingBritain,theAngles,SaxonsandJutesatfirstall

livedalongthenorthwesterncoastofEurope.Inthoseancienttimes,the

livingconditionsareveryhard.Tosurvive,theyhadtofightagainstthewild

beasts,struggleagainsttheforceofnature,whichremainedmysteriousand

unknowntothem.TheAnglo-Saxonswerebravebutsuperstitious.When

theyreturnedfromtheirexploitsandvoyages,thewarriorswouldtellstories

ofverystrangemonstersthatlivedbeneaththesea,orinthedarkforests.

JustundersuchconditionsdidthestoryBeowulfcomeintobeing.

3.OldEnglishPoetry:

MuchofOldEnglishpoetrywasprobablyintendedtobechanted,with

harpaccompaniment,bytheAnglo-Saxonbard.Oftenboldandstrong,but

alsomournfulandelegiacinspirit,thispoetryemphasizesthesorrowand

ultimatefutilityoflifeandthehelplessnessofhumansbeforethepowerof

fate.Generallyspeaking,alltheoldEnglishpoetrythathassurvivedcanbe

dividedintotwogroups:thesecularpoetryandthereligiousone.The

religiousgroupismainlyonbiblicalthemesoronsaints,lives.Suchpoems

suggesthowthechurchanditspoetsbelievedthetruefunctionofartwasnot

simplytoreleasefeelingbuttoteachothersandenhancedevotion.In

additiontothesereligiouscompositions,OldEnglishpoetsproducedthe

nationalepicpoem,Beowulf,andanumberofmoreorlesslyricalpoemsof

shorterlength,whichdonotcontainspecificChristiandoctrineandwhich

evoketheAnglo-Saxonsenseoftheharshnessofcircumstanceandthe

教sadnessofthehumanlot.Mostoftheseculargrouparelaments,thelament

ofanexile,ofamasterlessbard,ahungrysailoronthewintryseas,awife

學(xué)partedfromherhusband.TheharshclimateofNorthSeastronglyaffected

thetoneormoodofthepoets.Thelifeissorrowful,andthespeakersare

過(guò)fatalistic,thoughatthesametimecourageousanddetermined.

4.Beowulf:

程BeowulfisthefirstgreatEnglishliteraryworkandisregardedasthe

nationalepicoftheAnglo-Saxons.However,theheroandthesettingof

BeowulfhavenothingtodowithEngland.Thepoemwasoriginallyinan

oralform,sungbythebardsattheendofthe6Ihcentury.Thepresentscript

waswrittendowninthe10thcentury.Beginningandendingwiththefuneral

ofagreatking,andcomposedagainstabackgroundofimpendingdisaster,

BeowulfdescribestheherpicdeedsofaScandinavianculturehero,Beowulf,

indestroyingthemonsterGrendel,Grendefsmother,andafire-breathing

dragon.InthesesequencesBeowulfisshownnotonlyasagloriousherobut

asasaviorofthepeople.

4.1TheStory

ThepoemopenswithpraiseofthedeedsoftheDanes,Scyldtheirking,

andhisdescendants.Oneofthese,Hrothgar,buildsagreathall,whichhas

beenlaidwastefor12yearsbyamonsternamedGrendel.Beowulf,the

nephewofHigelac,kingoftheGeats,andafamedslayerofmonsters,

hearingofthetrouble,comeswith14companionsacrosstheseatogive

assistanceandmortallywounded.theDanesrejoiceoverthevictory;and

HrothgarrewardsBeowulf.Butinthenightthatfollows,Grendefsmother,a

water-hag,entersthehalltorevengeherson.Beowulffollowshertoher

caveunderthewavesandfightswithher,andcutsoffthewitch'shead,and

alsotheheadofGrendel,whoislyinginthecave.BeowulfandhisGeats

returntotheirnativeland,thensucceedstothekingdom,wherehereignsfor

fiftyyears.Andnow,afire-dragonstartstodevastatethecountry.Beowulf

andelevencompanionsgoouttofightthemonster.Thefire-dragonisfinally

killedbyBeowulf,buthehimselfisenvelopedinflamesandhopelessly

woundedanddies.Thepoemendswiththedescriptionofthehero'sfuneral

andthepeople'spanegyricofhisvirtues.

4.2TheStructure

Thepoemcanbedividedintothreeparts:

(1)ThefightagainstGrendel

教(2)ThefightagainstGrendel'smother

(3)ThefightagainsttheDragon

學(xué)4.3TheImageofBeowulf

Beowulfisabravehero.Hestrovetodobetterthananyoneelsethe

過(guò)thingsthatarevitallyimportanttothehappylifeofhispeople.Heprotects

hispeopleandshowgentlenessandgenerositytohiswarriors.Bypraising

程Beowulfswisdom,strengthandcourage,andbyglorifyinghisdeathforhis

people,thepoempresentstheheroicidealofakingandhisgoodrelationsto

hiswarriorsandpeople.

4.4TheTheme

Thematicallythepoempresentsavividpictureofhowtheprimitive

peoplewagedheroicstrugglesagainstthehostileforcesofthenaturalworld

underawiseandmightyleader.

4.5TheArtisticFeatures

(l)Theuseofalliteration

Alliteration-Repetitionofinitial(first)consonantsound

“l(fā)ikelakewaterlapping55

Rosesarered/Violetsareblue/Sugarissweet/Andsoareyou.

(2)Theuseofmetaphorsandofunderstatements

Treatsaseriousissueasifitwereoflittleimportance

5.Assignment:

5.1ReadBeowulf(yamodernEnglishtranslation)

5.2writeacommentonBeowulf

6.References:

常耀信，英國(guó)文學(xué)簡(jiǎn)史,南開(kāi)大學(xué)出版社，南開(kāi)：2006。

王寶童，金域行:英詩(shī)教程,河南大學(xué)出版社。開(kāi)封：1993。

張伯香，英國(guó)文學(xué)教程,武漢大學(xué)出版社，武漢：2001。

LectureTwo:MiddleEnglishLiterature

教(1)Providebasicknowledgeofunderstanding&appreciatingMiddle

學(xué)Englishliterature

目(2)ExperienceMiddleEnglishliteraryworkthroughreadingthetextbook

的

教學(xué)(1)GetthemainideasaboutPiersthePlowmananditsculturalvalues

要求(2)Analyzethethemeandartisticfeatures

教學(xué)(1)Lectures:providingessentialbackgroundknowledge

方法(2)Seminars:discussingongivingtopics

教學(xué)(1)Multi-mediaequipment

手段

學(xué)時(shí)2periods

分配

1.Leading-in:

TheMiddleEnglishperiodcoversfrom11th14thcentury,aboutfour

centuries.WiththeNormanConquestin1066,theRome-backedCatholic

ChurchhadamuchstrongercontroloverEngland,sotheMiddleEnglish

literaturestronglyreflectstheprinciplesofthemedievalChristiandoctrine,

教

whichareprimarilyconcernedwiththeissueofpersonalsalvation.Popular

學(xué)

folkliteraturealsooccupiesanimportantplaceinthisperiod.Itspresentation

過(guò)

程oflifeisnotonlyaccuratebutalsoinalivelyandcolorfulway.

2.TheHistoricalBackground:

2.1TheNormanConquest

TheFrench-speakingNormansunderDukeWilliamcamein1066.After

defeatingtheEnglishatHastings,WilliamwascrownedasKingofEngland.

Revoltswerecruellysuppressedandtheconquestwascompletedwithsword

andfire.ItwascalledtheNormanConquest.

2.2TheConsequenceoftheConquest

TheNormanConquestbroughtEnglandmorethanachangeofrulers.

Politically,afeudalistsystemwasestablishedinEngland;religiously,the

Rome-backedCatholicChurchhadamuchstrongercontroloverthe

country;andgreatchangesalsotookplaceinlanguages.Aftertheconquest,

threelanguagesco-existedinEngland.OldEnglishwasspokenonlybythe

commonEnglishpeople;Frenchbecametheofficiallanguageusedbythe

KingandtheNormanlords;andLatinbecametheprincipaltongueof

churchaffairsandwasusedbytheclergymenandscholarsinuniversities.

3.TheMiddleEnglishLiterature:

WhenEnglandenteredthefeudalsociety,thechieffeatureofthesociety

wasdividedintotwomainclasses:landlordsandpeasants.TheMiddle

EnglishLiterature,whichrepresentedthissocialdivision,alsosplitintotwo

types,theromancewhichwascomposedforandofthenoble,andthe

Englishpopularliteraturewhichshowstheexistenceofthepeasants.

3.1MedievalRomance

ThemostprevailingkindofliteratureinfeudalEnglandwastheromance.

Itwasalongcomposition,sometimesinverse,sometimesinprose,

describingthelifeandadventuresofanoblehero.Thecentralcharacterof

romanceswastheknight,amanofnoblebirthskilledintheuseofweapons.

Hewascommonlydescribedtosetoutonajourneytoaccomplishsome

goaltoprotectthechurchandthepoor,toattackinfidelity,torescuea

教maiden,tomeetachallenge,ortoobeyaknightlycommand.Iftheepic

reflectsaheroicage,theromancereflectsachivalricone.

學(xué)TheEnglishromancemainlydealswiththreemajorsubjects:the“Matter

ofFrance",the"MatterofRome^^,andthe"MatterofBritain^^.

過(guò)The“MatterofFrance^^meantacollectionoftalesaboutChalemagne,the

mightyrulerofFranceandneighboringcountriesaround800A.D.

程The“MatterofRome^^coveredeverythingthathadcomedownfromthe

ancientRomans,andfromtheGreeksalso.ThisincludedRomanhistoryand

poetry,italsoincludedGreekmythology.

The“MatterofBritain^^meantthelegendaryhistoryofBritain.Byfarthe

bestlovedoftheBritishlegendswerethosethatdeltwithArthurandhis

bravecompanyofknights.

3.2"PiersthePlowman^^byWilliamLangland

WilliamLanglandwasborninShropshire,butformostofhisdayshe

livedinLondon.Hecametoseethewretchednessandcorruptionbeneath

thegaysurfaceofLondonlife,andallthathethoughtandfeltheputintohis

poem.uPiersthePlowman”washislife'swork.Thisworkbitterlysatirizes

corruptionamongclergyandthesecularauthorities,andupholdsthedignity

andvalueoflabor,personifiedbypiersPlowman.Thepoemtakestheform

ofadreamvisionafavoritedeviceofmedievalpoetry—describinga

panoramaofmedievalsociety.Withinthedreamarewovenrecountingsofa

seriesofjourneysinthesearchfortruth—thatis,theloveofgod.

3.2.1TheContentofthepoem:

Thepoemisaboutaseriesofstoriesdreamedbytheauthorwhenhefell

asleep:

(l)Thecorruptionoftherulingclass

(2)Thehardlifeofthepoorpeasants

(3)Thepilgrims,searchingfortruth

3.2.2TheTheme:

Inthispoem,Langlandpresentsavividpictureofthelifeinfeudal

Englandbydepictingthecorruptionofwealth,theinadequaciesofthe

government,scoundrelsandhypocritesoftheclericalprofessionandlay

authorities,andthemiseriesandsufferingsoftheneedy.

3.2.3ArtisticFeatures:

(1)Itiswrittenintheformofadreamvision,itisalsoanallegory

whichusessymbolismtorelatetruth.

(2)Itiswrittenintheoldunrhymedalliterativeverse.

3.3TheEnglishBallads:

3.3.1.DeHnition

-(1)Anarrativesong,oranoralformofverse

-(2)Composedbycommonpeopleduringalongperiodoftime.

-(3)AnimportantstreamoftheMedievalfolkliterature.

教3.3.2.TheStylisticFeatures

-(1)Simple,plainlanguageordialectofthecommonpeoplewith

學(xué)colloquial,vividand,sometimes,idiomaticexpressions.

-(2)Composedincoupletsorinquatrainsknownastheballadstanza,

過(guò)rhymingahah,withthefirstandthirdlinescarrying4accented

syllablesandthesecondandfourthcarrying3.

程-(3)Tellingagoodstorywithavividpresentationaroundthecentral

plot.

-(4)Usingahighproportionofdialoguewitharomanticortragic

dimensiontoachievedramaticeffect.

-(5)Adominantmoodortone,eithertragicorcomic.

-(6)Makingfulluseofhyperbolewithactionsandeventsmuch

exaggerated.

-(7)Usingrefrainsandotherkindsofrepetitions.

4.Assignment:

4.1ReadRobinHood

4.2writeacommentonPiersthePlowman

5.References:

常耀信，英國(guó)文學(xué)簡(jiǎn)史,南開(kāi)大學(xué)出版社，南開(kāi)：2006。

王寶童，金域行:英詩(shī)教程,河南大學(xué)出版社。開(kāi)封：1993。

張伯香，英國(guó)文學(xué)教程,武漢大學(xué)出版社，武漢：2001。

LectureThree:GeoffreyChaucer

(1)GiveguidingideasaboutChaucer'sliterarycareer

(2)Providebasicknowledgeofunderstanding&appreciatingChaucer's

works

(3)ExperienceCanterburyTalesthroughreading

教學(xué)(1)GetthemainideasaboutCanterburyTalesanditsculturalvalues

要求(2)AnalyzethethemeandartisticfeaturesofCanterburyTales

教學(xué)(1)Lectures:providingessentialbackgroundknowledge

方法(2)Seminars:discussingongivingtopics

教學(xué)(1)Multi-mediaequipment

手段

學(xué)時(shí)2periods

分配

1.LivingBackground:

TheMedieval:asocietyintransition

(1)TheChurch:amajorpartofsociety

DedicationtoaChristianvalueoffaith,hope,andcharity

(2)Theriseofthemiddleclass

Theemphasisofindividualism

教

2.LiteraryCareer:

學(xué)

過(guò)Chaucer'sliterarycareercanbedividedintothreeperiodscorresponding

withhisdifferentstagesoflife:theFrenchPeriod,theItalianPeriodandthe

程MatureEnglishPeriod.

TheFrenchPeriod

DuringthisperiodChaucerwasmainlyundertheinfluenceoftheFrench

literature.HisearliestworkwasTheRomauntoftheRose,afreetranslation

ofa13th-centuryFrenchpoemTheRomandelaRose.

TheItalianPeriod

Chaucer'sjourneytoItalyin1372exertedaprofoundinfluenceonhis

literarydevelopmentbyimmersinghimintheworksofthegreatItalian

writerssuchasDante,PetrarchandBoccaccio.Duringthisperiod,Chaucer

mainlywrotethreelongerpoems:TheHouseofFame,TroilusandCriseyde,

andTheLegendofGoodWomen.TroilusandCriseydewasadaptedfrom

Boccaccio'sIIFilostrato(TheLove-Stricken).

TheMatureEnglishPeriod

Chaucer'schiefliteraryinterestinthelast14yearsofhislifewasThe

CanterburyTales,hismasterpiece.Chaucerhadreachedfullmaturityinhis

literarycreation,freefromanydominantforeigninfluence.

3.MajorWorks:

TroilusandCriseyde

TroilusandCriseydeisanoutstandingversenarrativeintheEnglish

language.Theoutlinesofthestoryaresimple.YoungprinceTroilus,whois

secondonlytoHectoramongtheTrojanwarriors,fallsinlovewith

Criseyde,alonelyandlovelywidow;herfather,Calchastheprophet,after

diviningthefurtherdestructionofTroy,fleestotheGreeksandabandonshis

daughter.Troilus'sbestfriend,Pandarus,whoisalsotheuncleandguardian

ofCriseyde,secretlybringstheloverstogetherinahappyunionthatlastsfor

severalyearsuntilCriseydeisexchanged,likeaprisonerofwar,foroneof

Troilus'scapturedbrothers.Despiteherpromisetoreturn,Criseyderemains

intheenemycampwithherfatherandthengivesherlovetotheGreek

教warrior,Diomede.Stillfaithfulbutindespair,Troiluslearnsofhisbeloved's

treachery,seekshisdeathinbattleandisfinallyslainbyAchills.Afterdeath,

學(xué)Troilus'sspiritrisesabovetheearthandscornswithlaughtertheloveandthe

worldthathehasknown.Thelovestoryturnsintoadeeplyfeltmedieval

過(guò)tragedy,thehumanpursuitoftransitoryearthlyidealsthatpaleinto

insignificancebesidetheeternalloveofGod.Thepoemendswiththe

程narrator'ssolemnadvicetoyoungpeopletofleevainlovesandturntheir

heartstoChrist.Chaucer'scharactersarepsychologicallysocomplexthat

theworkhasalsobeencalledthefirstmodernnovel.

3.2TheCanterburyTales

3.2..1TheOutline

InplanningTheCanterburyTales,Chaucermighthavegottheideaof

framinghisstoriesfromsomepreviousliterarysources,especiallyfrom

Boccacio,who,inhisDecameron,placeshishundredtalesinthemouthsof

tencharacters,eachtellingataleadayfortendays.Chaucer'sworkconsists

ofthreeparts:TheGeneralPrologue;24tales,twoofwhichleftunfinished;

andseparateprologuestoeach.

3.2.2ThePrologue

TheGeneralPrologueisusuallyregardedasthegreatestportraitgalleryin

Englishliterature.Itislargelycomposedofaseriesofsketchesdiffering

widelyinlengthandmethod,andblendingtheindividualandthetypicalin

varyingdegrees.RanginginstatusfromaKnighttoahumblePlowman,the

pilgrimsareamicrocosmof14th-centuryEnglishsociety.Italsocontainsa

groupofvividsketchesoftypicalmedievalfigures,oneofwhichisthe

Prioress.

Prioress

Sheisanexampleofthebasichumanparadox,whichplaceswhatpeople

areinoppositiontowhattheythinktheyareorpretendtobe.

Herblueeyes,redmouth,theshapeofhernose,thewidthofherforehead,

herornamentsanddress,hertablemanners,herparticularbrandofFrench,

herpetsandhertendernessaboutmice,hernameEglantine,(asweetwild

rose),hersmilingfullsimpleandcoy

AlltheseshowthegreatcharmofthePrioressasawoman.Chaucer

successfullybuildsatensionbetweenthepersonandheroffice,betweenthe

humannatureandtheassumedsacredobligation,thuspresentingadouble

viewofsacredandsecularimpulseinhercase.Isitearthlylovethat

conquersallorheavenly?

3.2.3TheTales

Therearealltogether24taleswiththeKnight'staleatthebeginning,the

Parson'staleattheend.ThespecialgeniusofChaucer'swork,however,lies

inthedramaticinteractionbetweenthetalesandtheframingstory.Thetale

oftheWifeofBathandthePardonerarehighpointsofChaucer'sart.The

教Wife,anoutspokenchampionofhergenderagainstthetraditional

antifeminismofthechurch,initiatesaseriesoftalesaboutsex,marriage,and

學(xué)nobility.ThetaletoldbytheWifeofBathillustratestheviewthatwomen

mustrulemenandthatonlythewife'sdominationcanleadtopeaceand

過(guò)happinessinmarriage.Onthecontrary,theClerk'stalepointstothe

attainmentofhappinessbyawomanactinginfullsubmissiontoher

程husband,suggestingtherebythatthewife'spatienceandmeeknessisthekey

tomarriedbliss.

4.LiteraryStatus

4.1MessengerofHumanism

Chauceraffirmedman'srighttopursueearthlyhappinessandopposed

asceticism;hepraisedman'senergy,intellect,quickwitandloveoflife;he

exposedandsatirizedthesocialvices,includingreligiousabuses.Itthuscan

besaidthatthoughessentiallystillamedievalwriter,Chaucerboremarksof

humanismandanticipatedaneweratocome.

4.2TheFirstRealisticWriter

Inhiswork,Chaucerexploresthethemeoftheindividual'srelationtothe

societyinwhichhelives.Heobservesthechangesinmannersandoutlook

betweentheoldergenerationandthenewasinthecaseoftheKnightandhis

son;andhealsoexploresthefeministpsychologyinhischaracters.He

developscharacterizationtoahigherartisticlevel,i.e.characterswhoare

morallyandsociallytypicalbutexquisitelyindividualandrealisticindetail.

4.3uFather^^ofEnglishPoetry

ChaucerintroducedfromFrancetherhymedstanzasofvarioustypesto

EnglishpoetrytoreplacetheOldEnglishalliterativeverse.ltwashewho

usedforthefirsttimeinEnglishtherhymedcoupletofiambicpentameter

thatwaslatercalledthe“heroiccouplet”.TheChaucer'sreputationhasbeen

securelyestablishedasoneofthebestEnglishpoetsforhiswisdom,humor,

andhumanity.JohnDrydencalledChaucerthefatherofEnglishpoetry.

4.4MasterofEnglishLanguage

ChaucerwasthefirstgreatpoetwhowroteinthecurrentEnglish.His

productionofsomuchexcellentpoetrywasanimportantfactorin

establishingEnglishastheliterarylanguageofthecountry.Thespoken

Englishofthetimeconsistedofanumberofregionaldialects.Chaucer's

EnglishwastheLondondialect,andhedidmuchinmakingitthefoundation

formodernEnglishspeech.

5.Assignment:

5.1ReadCanterburyTales

5.2writeacommentonthepoem

6.References:

常耀信，英國(guó)文學(xué)簡(jiǎn)史,南開(kāi)大學(xué)出版社，南開(kāi)：2006。

王寶童，金域行:英詩(shī)教程,河南大學(xué)出版社。開(kāi)封：1993。

張伯香，英國(guó)文學(xué)教程,武漢大學(xué)出版社，武漢：200k

教

學(xué)

過(guò)

程

LectureFour:ThePre-ElizabethanLiterature

教

(1)GiveguidingideasaboutthePre-Elizabethliteratureanditsdifferent

學(xué)

types

目

的(2)Providebasicknowledgeofunderstanding&appreciatingThe

Pre-Elizabethanliterature

(3)ExperienceUtopiathroughreading

教學(xué)(1)GettheguidingideasaboutRenaissance

要求(2)AnalyzethethemeandartisticfeaturesofUtopia

教學(xué)(1)Lectures:providingessentialbackgroundknowledge

方法(2)Seminars:discussingongivingtopics

教學(xué)(1)Multi-mediaequipment

手段

學(xué)時(shí)2periods

分配

1.Leading-in:

The150yearsbetweenthedeathofChaucerandtheascensionofQueen

ElizabethI(1400-1557)wasaveryimportantperiodinhistory.Someevents

ofgreatmagnitudeoccurredthatultimatelybroughtEnglandandEuropeout

oftheMiddleAgesintothemoderntime.TheseincludedtheReformation,

theRenaissance,andprintingfrommovabletype.

2.TheReformation

TheReformationwas,inhistoricalretrospect,anaturalcorollaryofthe

populardisaffectionwiththegrowingcorruptpracticesoftheCatholic

教Churchandthelongpent-upangeranddesireonthepartofthemore

enlightenedreligiousmindsforreformandimprovement.

學(xué)ThefirstvoiceofrevoltcamefromJohnWycliffe(1320-1384),known

nowasthe“MorningStaroftheReformation.^^Inhisopinionthechurchwas

過(guò)notnecessary,andtheBiblealonewouldmeetthepopularneedforfaith.The

ReformationfirststartedinGermanybyMartinLuther.Whenhevisited

程Romeandsawthewidespreadcorruptionfromthegrassrootstotheverytop

ofthehierarchyoftheCatholicChurch,hemadeuphismindthatachange

inthenatureofthingswithinthechurchwasnotjustnecessarybut

inevitable.Thefollowersofthemovement,distinctnowfromtheCatholics,

becameknownastheProtestants,andtheReformationhasalsobeenknown

inhistoryastheProtestantReformation.

TheReformationmadeagreathistoriccontributionintheintellectual

historyofhumankind:itsetthehumanmindfreefromthefettersofthe

tenetsanddogmasoftheCatholicChurchandopenedhumaneyestothe

newandpromisingvistasofthenewage.Thereformationhadanimmense

impactupontheEnglandofHenryVIII.HewasdivorcinghisQueen

Catherine,ofwhichthePopedisapproved,andthelongquarrelhehadwith

Rome