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Threshold Concepts in Literary Studies
Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2019-03-01 , DOI: 10.20343/teachlearninqu.7.1.2
Paul T. Corrigan

This essay proposes a series of “threshold concepts” for literary studies: text, meaning, context, form, and reading. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far “more” than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection—a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher-scholars in any discipline to undertake the same disciplinary work.

中文翻译:

文学研究中的门槛概念

本文提出了一系列文学研究的“门槛概念”:文本、意义、语境、形式和阅读。每个术语都包含常识性理解和学科理解,它们彼此截然不同。学科理解比常识理解“更多”。除非这些差异被清楚地命名和解释,否则未被承认的常识性理解可能会阻碍学生学习同样未被承认的学科理解的能力。命名和描述这些对比鲜明的理解以及它们之间的差异是一种学科内省的行为——一种学术和教学行为,对于理解和教授任何复杂的知识体系至关重要。除了专门为文学研究提出阈值概念之外,然后,
更新日期:2019-03-01
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