用解构主义与荣格分析心理学及禅观来探讨浪漫诗人渥滋华斯《序曲》中之《自我追寻》

【资料形态】硕博文库|中国***

【文献属性】[***]彰化师范大学，英语学系2002年度，硕／博士学位论文

【出版年代】2003年

【文章标题】用解构主义与荣格分析心理学及禅观来探讨浪漫诗人渥滋华斯《序曲》中之《自我追寻》

【英文标题】A∵“Self-Quest”∵of∵the∵Psyche∵and∵Buddha∵Nature∵in∵William∵Wordsworth’s∵The∵Prelude∵and∵Its∵Application∵to∵English∵Teaching

【文章作者】王思文∵

【指导教师】张水木

【文章页数】243页

【中文关键词】自我追寻|解构主义|荣格分析心理学|法国大革命|整合式教学法|网络及计算机多媒体|全人英语教学法|教案|教材|行动研究|十牛禅图|折中式教学法|生命教育|个案教学|统计分析∵

【英文关键词】Self-Quest∵;∵Deconstructionism∵;∵Jungian∵Analytic∵Collective∵Archetypes∵;∵

Zen∵Epiphany∵;∵French∵Revolution∵;∵an∵integrated∵approach∵;∵Computer∵Multiple∵Media∵;∵Confluent∵Whole∵Man∵Language∵Education∵;∵a∵teaching∵plan∵;∵teaching∵procedure∵;∵Action∵Research∵Method∵;∵Ten∵Ox-Herding∵Pictures∵;∵Eclectic∵Teaching∵Methods∵;∵the∵Life∵Education∵;∵case∵study∵;∵and∵data-analysis.∵

【中文摘要】本论文包含五章节。前两章从解构主义与荣格分析心理学来探讨浪漫诗人渥滋华斯《序曲》﹙The∵Prelude﹚中之《自我追寻》。第三章说明如何运用整合式教学法教高中生英文诗。第四章及第五章，则针对前三章所探讨的议题，实际应用在英语教学上，作更进一步的运用与分析。

∵论文前言简介各章节大意。第一章运用解构主义﹙Deconstructionism﹚诠释渥滋华斯的《序曲》。说明此“自传式”﹙Autobiographical﹚诗体是一种“自我建构”﹙Self-Construction﹚及“自我解构”﹙Self-Deconstruction﹚的文字游戏过程。“自传式”﹙Autobiographical﹚文学作品本身就是一种由“自恋”﹙Ego-libido﹚到“我执”﹙Self-Attachment﹚的象征﹙Symbol﹚。《序曲》里的文字只是表相﹙Text/Autobiography﹚，并不代表真相﹙Subtext/Self﹚，表相只是一种或多种意符﹙Signifiers﹚，真相是一种意﹙Signified﹚，如以解构主义的解释，表相与真相之间，有着意想不到的距离；而“文字般若”并不代表“实相般若”，应以解构主义的“空观”﹙dismantling∵of∵binary∵aporias∵and∵hiatuses﹚来诠释此文字游戏。

第二章从荣格分析心理学﹙the∵Jungian∵Analytic∵Psychology﹚的集体潜意识原型﹙the∵Collective∵Unconscious∵Archetypes﹚来探讨《序曲》中浪漫主义﹙Romanticism﹚之“潜意识”﹙Unconsciousness﹚，及法国大革命﹙the∵French∵Revolution﹚对渥滋华斯的影响。从传统神学﹙Theology﹚的“受难洗涤论”﹙Paradise∵Lost﹚到浪漫主义的“直觉”﹙Intuition﹚、“想象力”﹙Imagination﹚及内在的“自我追寻”﹙Self-Quest﹚等议题，来探讨诗人渥滋华斯在《序曲》中所呈现之“自我追寻及集体潜意识”﹙Self-Quest∵and∵the∵Collective∵Unconscious﹚关系与力量，说明《序曲》强调运用“想象力”∵﹙Imagination﹚及“人心之力量”﹙the∵Power∵of∵Mind﹚。

第三章探讨如何运用“整合式”﹙Integrated﹚教学法来教高中生英文诗。本章整合了多种英文教学法及理论，更把信息教育﹙Computer∵Science∵Information﹚融入英文教学里，结合网络及计算机多媒体教导高中生英文诗。此章节说明如何将“折中式”﹙Eclectic∵Teaching∵Methods﹚教学法，“行动研究”﹙Action∵Research∵Method﹚，“网络及计算机多媒体”（Internet∵and∵Computer∵Multiple∵Media），及人性化的“全人英语教学法”（Confluent∵Language∵Teaching）等运用到英语教学上，使英文教学更有效率。

第四章则以渥滋华斯之自传式长诗《序曲》，设计成适当的高中英文教材。

说明如何以《序曲》此诗为例，设计适当的教材教案，结合《序曲》的文学意涵及“十牛图”﹙Ten∵Ox-Herding∵Pictures﹚的《禅观》﹙Zen∵Meditation﹚，启迪放下“自我追寻”﹙Self-Quest﹚中的《我执》﹙Self-Attachment﹚，教导高中生了解“生命存在”﹙The∵Existence∵of∵Being∵﹚，“人与大自然、社会的关系与互动”∵﹙The∵Interrelationship,∵and∵Reliability,∵or∵Interdependence∵of∵Man,∵Nature,∵and∵Society﹚，以及“活在当下”﹙Spots∵of∵Time∵and∵the∵Presence﹚等的生命教育﹙Life∵Education﹚中“自我追寻”∵（Self-Quest）的正向议题。

第五章针对前四章探讨的议题，实际应用在高中英语教学中，做更进一步的个案教学及统计分析，探讨其在英语教学里的改革与省思，并提供高中英文教师及后来研究学者参考。最后总结渥滋华斯之《序曲》，题材丰富，文字优美，意涵深远，不仅有文学研究价值，也适合英语教学。

【英文摘要】The∵purpose∵of∵this∵study∵is∵to∵explore∵the∵Self-Quest∵of∵the∵Psyche∵and∵Buddha∵Nature∵in∵William∵Wordsworth’s∵The∵Prelude∵and∵its∵application∵to∵English∵teaching∵in∵senior∵high∵schools.∵Totally,∵the∵thesis∵consists∵of∵five∵chapters.

In∵the∵introduction∵section,∵the∵researcher∵she∵reports∵how∵to∵use∵the∵Deconstructionism,∵Jungian∵Analytic∵Collective∵Archetypes,∵and∵Zen∵Epiphany∵to∵explore∵the∵“Self-Quest”∵issues∵in∵Wordsworth’s∵The∵Prelude∵and∵its∵application∵to∵English∵teaching∵in∵senior∵high∵schools.∵Then∵the∵researcher∵she∵briefly∵surveys∵the∵following∵five∵chapters.

Chapter∵One∵applies∵the∵theories∵of∵Deconstructionism∵to∵interpret∵The∵Prelude,∵an∵autobiographical∵writing,∵as∵a∵game∵of∵Self-Construction∵and∵Self-Deconstruction.∵So,∵an∵autobiographical∵writing∵is∵a∵symbol∵of∵self-attachment.∵How∵to∵read∵beyond∵the∵self-trapped∵word∵games∵will∵be∵explored∵in∵this∵chapter.

Chapter∵Two∵applies∵the∵Jungian∵Analytic∵Collective∵Archetypes∵to∵explore∵the∵“Self-Quest”∵psyche∵in∵Wordsworth’s∵The∵Prelude.∵The∵researcher∵she∵tried∵to∵detect∵the∵French∵Revolution’s∵impact∵on∵Wordsworth’s∵thoughts∵and∵his∵self-questing∵journey.∵The∵discussion∵of∵the∵human∵psyche∵and∵the∵Collective∵Unconsciousness∵will∵be∵explored∵later.

Chapter∵Three∵studies∵how∵to∵use∵an∵integrated∵approach∵to∵teach∵senior∵high∵students∵English∵poetry.∵In∵this∵chapter,∵the∵researcher∵she∵introduced∵many∵methods∵and∵approaches∵of∵English∵teaching.∵Besides,∵she∵applied∵the∵Action∵Research∵Method,∵combined∵the∵Computer∵Multiple∵Media,∵literary∵ways∵of∵teaching∵English∵poetry,∵and∵the∵Confluent∵Whole∵Man∵Language∵Education∵to∵teach∵literature∵and∵English.

Chapter∵Four∵describes∵how∵the∵researcher∵she∵designed∵a∵teaching∵plan∵and∵procedure∵of∵the∵reading∵selection∵from∵The∵Prelude.∵She∵implied∵the∵literary∵meanings∵of∵The∵Prelude∵and∵combined∵the∵Ten∵Ox-Herding∵Pictures∵in∵the∵teaching∵text.∵Then,∵the∵researcher∵used∵the∵Action∵Research∵Method∵to∵empirically∵conduct∵a∵teaching∵experiment∵on∵how∵to∵teach∵The∵Prelude∵to∵senior∵high∵school∵students.∵During∵the∵teaching∵application,∵the∵researcher∵also∵the∵conductor∵integrated∵many∵teaching∵methods∵and∵theories,∵such∵as∵Eclectic∵Teaching∵Methods,∵the∵Life∵Education,∵Confluent∵Whole∵Man∵Language∵Games,∵Multiple∵Computer∵Media,∵and∵the∵Zen∵Mediation∵skills∵to∵instruct∵the∵adapted∵The∵Prelude∵text.

Chapter∵Five∵applies∵data-analysis∵to∵analyze∵the∵statistic∵data∵from∵this∵case∵study,∵and∵points∵out∵the∵major∵findings.∵It∵provides∵the∵pedagogical∵reflections∵and∵improvements∵as∵well∵as∵suggestions∵for∵the∵further∵related∵study.∵Finally,∵the∵conclusion∵will∵summarize∵the∵major∵issues∵and∵findings∵of∵the∵thesis.

Key∵Words:∵Self-Quest,∵Deconstructionism,∵Jungian∵Analytic∵Collective∵Archetypes,∵Zen∵Epiphany,∵French∵Revolution,∵an∵integrated∵approach,∵Computer∵Multiple∵Media,∵Confluent∵Whole∵Man∵Language∵Education,∵a∵teaching∵plan,∵teaching∵procedure,∵Action∵Research∵Method,∵Ten∵Ox-Herding∵Pictures,∵Eclectic∵Teaching∵Methods,∵the∵Life∵Education,∵case∵study,∵and∵data-analysis.

【论文目次】∵

Table∵of∵Contents

page

Chinese∵Abstracti

English∵Abstractiii

Acknowledgments.v

Table∵of∵Contentsvii

List∵of∵Tables∵ix

Introduction1

Chapter∵One:∵A∵Game∵of∵Self-Construction∵and∵Self∵—Deconstruction4

A.∵Deconstructing∵Wordsworth’s∵The∵Prelude5

B.∵From∵Man’s∵Care,∵and∵Confession∵to∵Man’s∵Interest∵Itself.8

C.∵Ego-libido”∵in∵the∵Autobiographic∵Writing∵and∵Romantic∵Quest∵for∵Self11

D.∵Autobiographer’s∵Attachment∵to∵the∵Image∵of∵“I”14

Chapter∵Two:∵Self-Quest∵and∵the∵Collective∵Unconscious∵23

A.∵French∵Revolution’s∵Impact∵on∵Wordsworth’s∵Psyche∵23

B.∵Jungian∵Analytic∵Psychology∵and∵Self-Quest29

C.∵Romanticism’s∵Quest∵and∵Self∵Quest31

D.∵Unconscious∵and∵Mind∵of∵Man33

Chapter∵Three:∵How∵to∵Use∵An∵Integrated∵Approach∵to∵Teach∵Senior∵High∵School∵Students∵English∵Poetry48

A.∵Introduction∵to∵the∵Teaching∵Methods∵and∵Approaches48

B.∵Applying∵the∵Internet∵for∵English∵Teaching54

C.∵Teaching∵Senior∵High∵School∵Students∵English∵Poetry68

D.∵Using∵The∵Confluent∵Language∵Education76

Chapter∵Four:∵The∵Application∵of∵Wordsworth’s∵The∵Prelude

to∵English∵Teaching:∵A∵Case∵Study93

A.∵Introduction∵to∵the∵Teaching∵Application∵and∵Research∵Design93

B.∵Literary∵Analysis∵and∵Meanings∵of∵the∵Teaching∵Material112

C.∵Teaching∵Plan127

D.∵Teaching∵Procedures143

Chapter∵Five:∵Results∵and∵Discussion∵of∵the∵Teaching∵Application151

A.∵Analysis∵of∵the∵Participants’∵Background151

B.∵Results∵and∵Findings∵of∵the∵Teaching∵Application153

C.∵Findings∵from∵the∵Post-Instruction169

D.∵Pedagogical∵Implication∵and∵Suggestions183

Conclusion188

A.∵Summary∵of∵this∵Thesis188

B.∵Major∵Findings192

Bibliography195

Appendices207

Appendix∵I∵The∵Pre-Instructional∵Questionnaire207

Appendix∵II∵The∵Post-Instructional∵Questionnaire∵210

Appendix∵III∵Teacher’s∵Manual∵of∵The∵Prelude215

Appendix∵IV∵An∵English∵Summary∵of∵The∵Prelude232

Appendix∵V∵A∵Chinese∵Summary∵of∵The∵Prelude242∵

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