ABSTRACT

This paper considers alternative ways of teaching Romantic poetry to post-sixteen English Literature pupils in England. It explores how practitioners can value tangents developed by pupils’ independent thinking when pupils are given the freedom to develop their own ideas. It reflects on a lesson planned to respond to a tangent developed by the class in a previous session; that William Blake’s “The Tyger”, to a contemporary reader, explores the 21st century preoccupation of climate change. The lesson outlined in this report built upon these ideas further, valuing the pupils’ tangential thinking. Approaches like these are particularly important now as the performativity agenda in schools, promoted by league tables as a measure of effectiveness, can result in some schools teaching to the test, at the exclusion of encouraging personal and creative responses to texts.

摘要

本文考虑了在英格兰为 16 岁后的英语文学学生教授浪漫主义诗歌的替代方法。它探讨了当学生被赋予发展自己想法的自由时，从业者如何评估学生独立思考所产生的切线。它反映了为回应班级在上一节课中提出的切线而计划的课程；威廉布莱克的“老虎”，对当代读者来说，探讨了 21 世纪对气候变化的关注。本报告中概述的课程进一步建立在这些想法之上，重视学生的切线思维。像这样的方法现在特别重要，因为学校的表演议程，由排名表作为衡量有效性的衡量标准，可能会导致一些学校教授考试，