While observing A-level students at my PP2 school, I noticed that their responses to classical texts largely consisted of the identification of stylistic tropes. The students could identify a text's stylistic features but they struggled to articulate and develop their own personal reactions to the text. They had been well-trained in this sort of ‘feature-spotting’ and therefore their reading experience was narrowly mechanical rather than genuinely exploratory. Every passage they encountered was put through the same analytical process with the unsurprising result that every classical author ended up sounding much the same. This seemed to me to be fundamentally passive way of engaging with literature. I was struck by Muir's contention that ‘the pupil should not be a passive recipient in the study of literature’ (!974, p.515). Hence, I wanted to devise a teaching strategy that would enable my students to be more active in the formulation of a personal response to the text.

中文翻译：

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在翻译中使用古典接收来培养学生对古典文学的参与

在我的 PP2 学校观察 A-level 学生时，我注意到他们对经典文本的反应主要包括对文体比喻的识别。学生们可以识别文本的文体特征，但他们很难清楚地表达和发展自己对文本的个人反应。他们在这种“特征识别”方面受过良好训练，因此他们的阅读体验是狭隘的机械性而非真正的探索性。他们遇到的每一个段落都经过了相同的分析过程，结果不出所料，每个古典作家最终听起来都差不多。在我看来，这从根本上来说是一种被动地接触文学的方式。Muir 的论点令我震惊，即“学生不应该成为文学研究中的被动接受者”（！974，第 515 页）。因此，