搜了也没用，那是让你了解它的内容，而不是定义，这样的名词下面是有好多内容的，包括整个范畴都要会
教务老师，听见很多自考的同学在问自考读本与自考教材的区别在哪(自考教材和读本的区别)相关问题，那么今天教务老师来告诉同学们这些问题的解答！大家好 请问自考和统招生学习的课程和教材有什么不同嘛？？谢谢了自考和统招的课程设置和教材都是不一样的。自考是宽进严出，统招是严进宽出，因为二者形式不一样，所以课程设置是不一样的，统招有时间限制，一般3-4年，课程设置比较集中，大部分课程以考试为考核方式，但相对来说比较简单，而自考没有时间限制，以所学专业课程的全部通过为准，一般2-3年可以拿到学历。自考的教材和统招的教材是不一样的，因为二者本身是有区别的，因此在教材上会有不同。自考的教材和大学的教材一样么不一样，自考教材有些滞后性，许多教程跟不上社会的需求。并且自学考试根据教材和自考大纲来的多以建议你买自考教材~~但是可以不要买正版的自考的教科书和在校的教科书是否一样?不一样的，有专门的自考教科书，自考完全是靠自己学，所以书籍语言会通俗易懂些，建议你到专门卖自考书的书店里买，打5折。高自考的教材和大学有什么不同?自考它是宽进严出的高等教育模式 它无条件入学,基本上所有的人都可以报考 但是想毕业就不是那么容易了 统招,它是严进宽出的高等教育模式 它得参加高考才能入学, 但是一旦被录取了,毕业就容易了 自考的考试和统招的不一样,统招的话,试卷通常都是自己学校出的,而且有复习资料,容易毕业,而自考的试卷通常是全国统一试卷,而且一张卷子是分别由好几个老师出的,所以在考前连出题的老师也不知道整张卷子的内容.所以这样一来,自考学校的老师也是不知道 的自考/成考有疑问、不知道自考/成考考点内容、不清楚当地自考/成考政策，点击底部咨询官网老师，免费领取复习资料：
3.自考 专科 成教
3 专升本顾名思义专科升本科 大专文凭 通过考试升本机会很小只有一次！
4.专升本对考研和考公务员无任何影响
5.自考可以自主选择学校 每个学校都有你报考的专业，文凭当然有关 学校是几本文凭就是几本
6.专升本能够自主选择学校的！
7.大专可以专套本考试的
8.符合规定的 ，成立一个继续教育学学院
你可以考虑下我们学校的湖北武汉汉口学院自考本科
考试是不可能不通过的 ，自考也首先得过专业课再考其他的！
【免费定制个人学历提升方案和复习资料： 】自考专升本的考试内容分为公共课程考试科目和专业课程考试科目，其中同一层次同一类型的自学考试的公共课程考试科目是差不多的，而专业课程的考试科目是根据专业学习的需要而开设的考试科目，每个专业都不一样。自考专升本指的是高等教育自学考试专科升本科的考试，考生完成所选专业的全部课程考试，并修满学分即可申请毕业。自考专升本的招生专业众多，每一个专业的科目设置，会根据专业知识、技能的不同培养要求而有不同。所以，自考专升本具体有哪些科目，要根据考生选择的专业而定。自考专升本考试内容下方免费学历提升方案介绍： 2012年10月自考06803药物学（一）真题试卷 格式：PDF大小：140.73KB 2016年04月自考06093人力资源开发与管理真题试卷 格式：PDF大小：266.63KB自考/成考考试有疑问、不知道自考/成考考点内容、不清楚自考/成考考试当地政策，点击底部咨询猎考网，免费获取个人学历提升方案：
高中学历没考上大学的话升专科有自考专科，成教专科，还有一个学历排名最低的电大。大专学历已经毕业了的升本科即自考专升本，报名没有什么限制，有专科毕业证就可以。大专在读的可以选择专套本。
【免费定制个人学历提升方案和复习资料： 】自考本科英语二免考条件：1.英语专业(专科)以上学历者可以使用毕业证书免考自考本科英语二，免考类型为：考试课程与原所学专业对应。2.本科以上学历者，成绩单中有本科公共课程英语合格成绩者(不少于3个学期，非考查课)，可以免考自考本科英语二。3.2005年大学英语四六级改革前取得的大学英语四级或六级证书可以免考自考本科英语二。4.全国英语等级考试PETS-3及以上级别笔试合格证书可以免考自考本科英语二。其他注意事项：1.使用外语等级证书免考的考生请注意：同一张外语等级证书只能免考一次，不能同时免考英语一和英语二，对于中国人民大学主考本科专业使用外语等级证书免考外语不能申请学位。2.以上免考课程仅对英语一和英语二有效，不能免考国际贸易专业专科的基础英语，也不能免考综合英语(三)和综合英语(四)。下方免费学历提升方案介绍： 2020年08月自考02493印刷色彩学真题试卷 格式：PDF大小：213.86KB 2014年04月自考00604英美文学选读真题试卷 格式：PDF大小：186.42KB自考/成考考试有疑问、不知道自考/成考考点内容、不清楚自考/成考考试当地政策，点击底部咨询猎考网，免费获取个人学历提升方案：
【免费定制个人学历提升方案和复习资料： 】自考毕业申请每年安排两次，上半年一般安排在5月下旬到6月上旬这个时段申请自考毕业，下半年一般安排在11月下旬到12月上旬这个时段申请自考毕业。申请审核通过后的3个月左右时间可以领取毕业证书，也就是，一般要到8-9月份或次年2-3月份可以去领取毕业证书(具体会有领取通知的)。自考毕业证书可在中国高等教育学生信息网上查询。自考毕业申请下方免费学历提升方案介绍： 2020年08月自考00078银行会计学真题试卷 格式：PDF大小：459.57KB 2015年10月自考00995商法（二）真题试卷 格式：PDF大小：496.88KB 2020年10月自考00262法律文书写作真题试卷 格式：PDF大小：425.15KB 2017年04月自考00604英美文学选读真题试卷 格式：PDF大小：442.14KB自考/成考考试有疑问、不知道自考/成考考点内容、不清楚自考/成考考试当地政策，点击底部咨询猎考网，免费获取个人学历提升方案：
Chapter 5The Modern Period Ⅰ。学习目的和要求 通过本章的学习，了解20世纪批判现实主义文学和现代主义文学产生的历史、文化背景。认识该时期文学创作的基本特征、基本主张，及其对现当代英国文学乃至文化的影响；了解该时期重要作家的文学创作思想、艺术特色及其代表作品的主题结构、人物刻画、语言风格、思想意义等；同时结合注释，读懂所选作品，了解其思想内容和写作特色，培养理解和欣赏文学作品的能力。 Ⅱ。本章重点及难点 1. 英国现代文学的特征 2. 主要作家的创作思想、艺术特色及其代表作品的主题结构、人物刻画和语言风格 3. 名词解释：现代主义 4. 应用：选读作品的主题结构、艺术特色、人物刻画和语言风格，如 （1）叶芝和艾略特诗歌（所选作品）的主题、意象分析 （2）小说《儿子与情人》的主题和主要人物的性格分析 （3）意识流小说的主要特色分析 （4）萧伯纳戏剧的特点与社会意义分析 Ⅲ。考核知识点和考核要求 （一）现代时期概述 1.识记： A. 20世纪英国社会的政治、经济、文化背景 B.英国20世纪批判现实主义文学 C.现代主义文学的兴起与衰落 2.领会： A. 现代主义文学创作的基本主张 B.英国现代主义文学思潮 （1）诗歌 （2）小说 （3）戏剧 3.应用： A.名词解释：现代主义 B.英国现代主义文学的特点 C.现代主义文学对当代文学的影响 （二）现代时期的主要作家 A.萧伯纳 1.一般：萧伯纳的生平与文学生涯。 2.识记： A.萧伯纳的政治改革思想和文学创作主张 B.萧伯纳的戏剧创作 （1）早期主要作品：《鳏夫的房产》、《华伦夫人的职业》、《康蒂坦》、《凯撒和克莉奥佩特拉》 （2）中期作品：《人与超人》、《巴巴拉少校》、《皮格马利翁》 （3）晚期作品：《伤心之家》、《回到麦修色拉》、《圣女贞德》、《苹果车》 3.领会： A.萧伯纳戏剧的特点与社会意义 B.萧伯纳的戏剧对20世纪英国文学的影响 4.应用： A.《华伦夫人的职业》的故事梗概、情节结构、人物塑造、语言风格、思想意义 B.选读：所选作品的主要内容、人物塑造、语言特点、艺术手法等 B.约翰。高尔斯华绥 1.一般识记：高尔斯华绥的生平与文学生涯 2.识记：高尔斯华绥的文学创作 （1）戏剧：《银盒》、《正义》、《斗争》 （2）小说：《福赛特世家》（《有产业的人》、《骑虎》、《出租》）、《现代喜剧》 3.领会： A.高尔斯华绥的创作思想 B.高尔斯华绥批判现实主义小说的主要特点及社会意义 4.应用： 选读：所选作品的主要内容、人物性格。语言特点、叙述手法等 C、威廉。勃特勒。叶芝 1.一般：叶芝的生平及文学生涯 2.识记：叶芝诗歌的代表作品 （1）早期诗歌：《茵尼斯弗利岛》、《梦见仙境的人》、《玫瑰》 （2）中期诗歌：《新的纪元》、《1916年的复活节》 （3）晚期诗歌：《驶向拜占廷》、《丽达及天鹅》、《在学童们中间》 3.领会： A.叶芝的诗歌创作思想 B.叶芝诗歌的特点及思想意义 C.叶芝诗歌的艺术成就 D.叶芝的诗歌对当代英国文学的影响 E.叶芝的戏剧创作 4.应用：选读：、所选作品的主题思想、语言风格、艺术特色等 D、T.S.艾略特 1.一般识记：艾略特的生平及创作生涯 2.识记：艾略特的主要诗歌作品 （1）《普鲁弗洛克的情歌》 （2）《荒原》 （3）《灰星期三》 （4）《四个四重奏》 3.领会： A.艾略特的文学理论与文艺批评观 B.艾略特诗歌的艺术特色及社会意义 C.艾略特的戏剧 D. 文略特的艺术成就 E.艾略特的文学创作及文艺批评思想对现当代英国文学的影响 4.应用： A.《荒原》主题、结构、神话、象征、语言特色及社会意义 B.选读：所选作品的主题结构、思想内容、语言特点、艺术手法等 E.戴维。赫伯特。劳伦斯 1.一般识记：劳伦斯的生平及文学生涯 2.识记：劳伦斯的主要小说 （1）《儿子与情人》 （2）《虹》 （3）《恋爱中的女人》 3.领会： A. 劳伦斯的创作思想 B. 劳伦斯小说的主要艺术特色及社会意义 . C. 劳伦斯的小说对现当代英国文学的影响 4.应用： A.《儿子与情人》的故事梗概、情节结构、人物塑造、语言风格、思想意义 B.选读：所选作品的主要内容、人物性格、语言特点、艺术手法等 F.詹姆斯。乔伊斯 1.一般识记：乔伊斯的生平与创作生涯 2.识记：乔伊斯的主要作品简介 （1）《都柏林人》 （2）《青年艺术家的肖像》 （3）《尤利西斯》 3.领会： A. 乔伊斯的文学创作主张与美学思想 B. 乔伊斯小说的主要艺术特色及思想意义 C.乔伊斯的艺术成就 D.乔伊斯的作品对现当代世界文学的影响 4.应用： A. 意识流小说的主要特色分析 B. 选读：所选作品的主题思想、人物塑造、语言特色、艺术手法等 Chapter 5 The Modern Period 一。识记： 1. The social， ideological background of the modern English literature： （1） The influences of the two World Wars on English literature： Modernism rose out of skepticism and disillusion of capitalism. The First World War and the Second World War had greatly influenced the English literature. The catastrophic First World War tremendously weakened the British Empire and brought about great sufferings to its people as well. Its appalling shock severely destroyed people's faith in the Victorian values； The postwar economic dislocation and spiritual disillusion produced a profound impact upon the British people， who came to see the prevalent wretchedness in capitalism. The Second World War marked the last stage of the disintegration of the British Empire. Britain suffered heavy losses in the war： thousands of people were killed； the economy was ruined； and almost all its former colonies were lost. People were in economic， cultural， and belief crisises. （2） Ideologically， the rise of the irrational philosophy and new science greatly incited modern writers to make new explorations on human natures and human relationships. （a） In the mid-19th century， Karl Marx and Friedrich Engels put forward the theory of scientific socialism， which not only provided a guiding principle for the working people， but also inspired them to make dauntless fights for their own emancipation. （b） Darwin's theory of evolution exerted a strong influence upon the people， causing many to lose their religious faith. The social Darwinism， under the cover of "survival of the fittest，" vehemently advocated colonialism or jingoism. （c） Einstein's theory of relativity provided entirely new ideas for the concepts of time and space. （d） Freud's analytical psychology drastically altered our conception of human nature. （e） Arthur Schopenhauer， a pessimistic philosopher started a rebellion against rationalism， stressing the importance of will and intuition. （f） Having inherited the basic principles from Schopenhauer， Friedrich Nietzsche went further against rationalism by advocating the doctrines of power and superman and by completely rejecting the Christian morality. （g） Based on the major ideas of his predecessors， Henry Bergson established his irrational philosophy which put the emphasis on creation， intuition， irrationality and unconsciousness. All these irrationalist philosophers exerted immense influence upon the major modernist writers in Britain. So， after the First World War， all kinds of literary trends of modernism appeared： symbolism， expressionism， surrealism， cubism， futurism， Dadaism， imagism and stream of consciousness. Towards the 1920s， these trends converged into a mighty torrent of modernist movement， which swept across the whole Europe and America. After the Second World War， a variety of modernism， or post-modernism， like existentialist literature， theater of the absurd， new novels and black humor， rose with the spur of the existentialist idea that "the world was absurd， and the human life was an agony." 2. The development of English poetry in the 20th century： The 20th century has witnessed a great achievement in English poetry. In the early years of this century， Thomas Hardy and the war poets of the younger generation were important realistic poets. Hardy expressed his strong sympathies for the suffering poor and his bitter disgusts at the social evils in his poetry as in his novels. The soldiers-poets of World War I revealed the appalling brutality of the war in a most realistic way. The early poems of Pound and Eliot and Yeats's matured poetry marked the rise of "modern poetry，" which was， in some sense， a revolution against the conventional ideas and forms of the Victorian poetry. The modernist poets fought against the romantic fuzziness and self-indulged emotionalism， advocating new ideas in poetry- writing such as to use the language of common speech， to create new rhythms as the expression of a new mood， to allow absolute freedom in choosing subjects， and to use hard， clear and precise images in poems. The 1930s witnessed great economic depressions， mass unemployment， and the rise of the Nazis. Facing such a severe situation， most of the young intellects started to turn to the left. And therefore the period was known as "the red thirties." A group of young poets during this period expressed in their poetry a radical political enthusiasm and a strong protest against fascism. With the coming of the 1950s， there was a return of realistic poetry again. By advocating reason， moral discipline， and traditional forms， a new generation of poets started "The Movement，" which explicitly rejected the modernist influence. There was no significant poetic movement in the 1960s. A multiplicity of choices opened to both the poet and the reader. Poets gradually moved into more individual styles. 3. Realism in the 20th century English literature： The realistic novels in the early 20th century were the continuation of the Victorian tradition， yet its exposing and criticizing power against capitalist evils had been somewhat weakened both in width and depth. The outstanding realistic novelists of this period were John Galsworthy， H. G. Wells， and Arnold Eennett. The three trilogies of Galsworthy's Forsyte novels are masterpieces of critical realism in the early 20th century， which revealed the corrupted capitalist world. In his novels of social satire， H. G. Wells made realistic studies of the aspirations and frustrations of the "Little Man；" whereas Bennett presented a vivid picture of the English life in the industrial Midlands in his best novels. Realism was， to a certain extent， eclipsed by the rapid rise of modernism in the 1920s. But with the strong swing of leftism in the 1930s， novelists began to turn their attention to the urgent social problems. They also enriched the traditional ways of creation by adopting some of the modernist techniques. However， the realistic novels of this period were more or less touched by a pessimistic mood， preoccupied with the theme of man's loneliness， and shaped in different forms： social satires by Aldous Huxley and George Orwell comic satires on the English upper class by Evelyn Waugh； and Catholic novels by Graham Greene. Another important group of young novelists and playwrights with lower-middle-class or working-class background in the mid-1950s and early 1960s known as "The Angry Young Man." They demonstrated a particular disillusion over the depressing situation in Britain and launched a bitter protest against the outmoded social and political values in their society. Kingsley Amis， John Wain， John Braine and Alan Sillitoe were the major novelists in this group. They portrayed unadorned working-class life in their novels with great freshness and vigor of the working-class language. Amis was the first to start the attack on middle-class privileges and power in his novel Lucky Jim （1954）。 The term "The Angry Young Man" came to be widely Having been merged and interpenetrated with modernism in the past several decades， the realistic novel of the 1960s and 1970s appeared in a new face with a richer， more vigorous and more diversified style. 二。领会： 1.Modern English poetry： It is， in some sense， a revolution against the conventional ideas and forms of the Victorian poetry. The modernist poets fought against the romantic fuzziness and self-indulged emotionalism， advocating new ideas in poetry- writing such as to use the language of common speech， to create new rhythms as the expression of a new mood， to allow absolute freedom in choosing subjects， and to use hard， clear and precise images in poems. 2. Modern English novels： The first three decades of 20th century were golden years of the modernist novel. In stimulating the technical innovations of novel creation， the theory of the Freudian and Jungian psycho-analysis played a particularly important role. With the notion that multiple levels of consciousness existed simultaneously in the human mind， that one's present was the sum of his past， present and future， and that the whole truth about human beings existed in the unique， isolated， and private world of each individual， writers like Dorothy Richardson， James Joyce and Virginia Woolf concentrated all their efforts on digging into the human consciousness. They had created unprecedented stream-of-consciousness novels such as Pilgrimage by Richardson， Ulysses （1922） by Joyce， and Mrs. Dalloway （1925） by Woolf. One of the remarkable features of their writings was their continuous experimentation on new and sophisticated techniques in novel writing， which made tremendous impacts on the creation of both realistic and modernist novels in this century. James Joyce is the most outstanding stream-of-consciousness novelist； in Ulysses， his encyclopedia-like masterpiece， Joyce presents a fantastic picture of the disjointed， illogical， illusory， and mental- emotional life of Leopold Bloom， who becomes the symbol of everyman in the post-World-War-ⅠEurope. In the works of E. M. Forster and D. H. Lawrence， old traditions are still there， but their subject matter about human relationships and their symbolic or psychological presentations of the novel are entirely modern. Forster's masterpiece， A Passage to India （1924）， is a novel of decidedly symbolist aspirations， in which the author set up， within a realistic story， a fable of moral significance that implies a highly mystical， symbolic view of life， death， human relationship， and the relationship of man with the infinite universe. D. H. Lawrence is regarded as revolutionary as Joyce in novel writing； but unlike Joyce， he was not concerned with technical innovations； his interest lay in the tracing of the psychological development of his characters and in his energetic criticism of the dehumanizing effect of the capitalist industrialization on human nature. He believed that life impulse was the primacy of man's instinct， and that any conscious repression of such an impulse would cause distortion or perversion of the individual's personality. In his best novels like The Rainbow （1915） and Women in Love （1920）， Lawrence made a bold psychological exploration of various human relationships， especially those between men and women， with a great frankness Lawrence claimed that the alienation of the human relationships and the perversion of human nature in the modern society were caused by the desires for power and money， by the shams and frauds of middle-class life， and， above all， by the whole capitalist mechanical civilization， which turned men into inhuman machines. After the Second World War， modernism had another upsurge with the rise of existentialism which was reflected mainly in drama. 3. The development of 20th century English drama： The most celebrated dramatists in the last decade of the 19th century were Oscar Wilde and George Bernard Shaw， who， in a sense， pioneered the modern drama， though they did not make so many innovations in techniques and forms as modernist poets or novelists. Wilde expressed a satirical and bitter attitude towards the upper-class people by revealing their corruption， their snobbery， and their hypocrisy in his plays， especially in his masterpiece， The Importance-of Being Earnest （1895）。 Shaw is is considered to be the best-known English dramatist since Shakespeare whose works are examples of the plays inspired by social criticism. John Galsworthy carried on this tradition of social criticism in his plays. By dramatizing social and ethical problems， Galsworthy made considerable achievements in his plays such as The Silver Box （1906） and Strife （1910）， in which Galsworthy presents not only realistic pictures of social injustice， but also the workers' heroic struggles against their employers. W. B. Yeats， a prominent poet of the 20th century， was the leader of the Irish National Theater Movement. He was a verse playwright who desired to restore lyrical drama to popularity. With the heroic portrayal of spiritual truth as his main concern， Yeats wrote a number of verse plays， introducing Irish myths and folk legends； but the plot in his plays was seldom very dramatic. The 1930s witnessed a revival of poetic drama in England. One of the early experimenters was T. S. Eliot who regarded drama as the best medium of poetry. Eliot wrote several verse plays and made a considerable success. Murder in the Cathedral （1935）， with its purely dramatic power， remains the most popular of his verse plays， in spite of its primarily religious purpose. After Eliot， Christopher Fry gained considerable successes in poetic drama. His exuberant though poetically commonplace verse drama. The Lady's Not For Burning （1948）， attracted delighted audience. The English dramatic revolution， which came in the 1950s under various European and American influences， developed in two directions： the working-class drama and the Theater of Absurd. The working-class drama was started by a group of young writers from the lower-middle class， or working class， who presented a new type of plays which expressed a mood of restlessness， anger and frustration， a spirit of rebelliousness， and a strong emotional protest against the existing social institutions. John Osborne's play， Look Back in Anger （1956）， in a fresh， unadorned working-class language， angrily， violently and unrelentingly condemned the contemporary social evils. With an entirely new sense of reality， Osborne brought vitality to the English theater and became known as the first "Angry Young Man." The most original playwright of the Theater of Absurd is Samuel Beckett， who wrote about human beings living a meaningless life in an alien， decaying world. His first play Waiting for Godot （1955） is regarded as the most famous and influential play of the Theater of Absurd.
下篇：美国文学 第一章美国浪漫主义时期 一、美国浪漫主义时期概述 Ⅰ。本章学习目的和要求 通过本章学习，了解19世纪初期至中叶美国文学产生的历史、文化背景；认识该时期文学创作的基本待征、基本主张，及其对同时代和后期美国文学的影响；了解该时期主要作家的文学创作生涯、创作思想、艺术特色及其代表作品的主题思想、人物刻画、语言风格等；同时结合注释，读懂所选作品并了解其思想内容和艺术特色，培养理解和欣赏文学作品的能力。 Ⅱ。本章重点及难点： 1.浪漫主义时期美国文学的特点 2.主要作家的创作思想、艺术特色及其代表作品的主题结构、人物刻画、语言风格、思想意义。 3.分析讨论选读作品 Ⅲ。本章考核知识点和考核要求： 1.美国浪漫主义时期概述 （1）“识记”内容：美国浪漫主义文学产生的社会历史及文化背景 （2）“领会”内容： 美国浪漫主义在文学上的表现 a.欧洲浪漫主义文学的影响 b.美国本土文学的崛起及其待证 （3）“应用”内容：清教主义、超验主义、象征主义、自由诗等名词的解释 2.美国浪漫主义时期的主要作家 A.华盛顿。欧文 1.一般识记：欧文的生平及创作主涯 2.识记：《纽约外史》《见闻札记》 3.领会：欧文的创作领域、创作思想，及其作品的艺术风格 4.应用：选读《瑞普。凡。温可尔》的主题及其艺术特色 B.拉尔夫.华尔多.爱默生 1.一般识记：爱默生的生平及创作生涯 2.识记：爱默生的超验主义思想 3.领会： （1）爱默生的散文：《论自然》《论自助》《论美国学者》等 （2）爱默生与梭罗：梭罗的超验主义思想和他的《沃尔登》 4. 应用：《论自然》节选：爱默生的基本哲 学思想及自然观 C.纳撒尼尔。霍桑 1.一般识记：霍桑的生平及创作主涯 2.识记：霍桑的长短篇小说 3.领会： （1）《红字》的主题、心理描写、象征手法和、小说结构 （2）霍桑的清教主义思想及加尔文教条中的“原罪”对霍桑的影响（人性本恶的观点） （3）霍桑对浪漫主义小说的贡献 4.应用：选读《小伙子布朗》的主题结构、象征手法及语言特色 D.华尔特。惠特曼 1.一般识记：惠特曼的生平及其创作生涯 2.识记：惠特曼的民主思想 3.领会： （1）惠特曼的《草叶集》的主创意图、思想感情及诗体形式、语言风格 （2）惠特曼的个人主义 4.应用：选读《草叶集》诗选：“一个孩子的成长”、“涉水的骑兵”、“自己之歌”的主题结构、诗歌的艺术特色、语言风格 E.赫尔曼。麦尔维尔 1.一般识记：麦尔维尔的生平及创作生涯 2.识记：麦尔维尔的早期作品：《玛地》《雷得本》《白外衣》，后期作品《皮埃尔》《骗子的化装表演》《比利伯德》等 3.领会：《白鲸》的 （1）主题：表层及深层意义 （2）小说结构：浪漫主义和现实主义的统一 （3）象征手法和寓言的运用 （4）语言特色 4.应用：选读《白鲸》最后一章的节选：主题思想、人物刻画、象征手法、语言特色 Chapter l The Romantic Period （一）“识记”内容： 1.The origin of Romantic American literature The Romantic Period， one of the most important periods in thehistory of American literature， stretches from the end of the 18th century to the outbreak of the Civil War. It started with the publication of Washington Irving’s The Sketch Book and ended with Whitman’s Leaves of Grass. 2.The American Renaissance or New England Renaissance is a period of the great flowering of American literature， from the i830s roughly until the end of the American Civil War. It came of age as an expression of a national spirit. One of the most important influences in the period was that of the Transcendentalists， including Ralph Waldo Emerson， Henry David Thoreau. The Transcendentalists contributed to the founding of a new national culture based on native elements. Apart from the Transcendentalists， there emerged during this period great imaginative writers ——Nathaniel Hawthorne， Herman Melville， and Walt Whitman——whose novels and poetry left a permanent imprint on American literature. 3.Its social historical and cultural background The development of the American society nurtured "the literature of a great nation." America was flourishing into a politically， economically and culturally independent country. Historically， it was the time of westward expansion in America economically， the whole nation was experiencing an industrial transformation. Politically， democracy and equa1ity became the ideal of the new nation， and the two-party system came into being. Worthy of mention is the literary and cultural life of the country. With the founding of the American Independent Government， the nation felt an urge to have its own literary expression， to make known its new experience that other nations did not have： the early Puritan settlement， the confrontation with the Indians， the frontiersmen''''''''s life， and the wild west. Besides， the nation’s literary milieu was ready for the Romantic movement as we11. Thus， with a strong sense of optimism， a spectacular outburst of romantic feeling was brought about in the first ha1f of the 19th century. 4.Major writers of this period There emerged a great host of men of letters during this period， among whom the better-known are poets such as Philip Freneau， William Cullen Bryant， Henry Wordsworth Long Fellow， James Russel Lowell， John Greenleaf Whitter， Edgar Ellen Poe， and， especially， Walt Whitman， whose Leaves Of Grass established him as the most popular American poet of the 19th century. The fiction of the American Romantic period is an original and diverse body of work. It ranges from the comic fables of Washington Irving to the The Gothic tales of Edgar Allen Poe， from the frontier adventures of James Fenimore Cooper to the narrative quests of Herman Melville， from the psycho1ogical romances of Nathaniel Hawthorne to the social realism of Rebecca Harding Davis. （二）领会内容 1.The impact of European Romanticism on American Romanticism Foreign literary masters， especially the English counterparts exerted a stimulating impact on the writers of the new world. Born of one common cultural heritage， the American writers shared some common features with the English Romanticists. They revolted against the literary forms and ideas of the period of classicism by developing some relatively new forms of fiction or poetry. （1） They put emphasis upon the imaginative and emotional qualities of literature， which included a liking for the picturesque， the exotic， the sensuous， the sensational， and the supernatural. （2） The Americans also placed an increasing emphasis on the free expression of emotions and disp1ayed an increasing attention to the psychic states of their characters. Heroes and heroines exhibited extremes of sensitivity and excitement. （3） The strong tendency to exalt the individual and the common man was almost a national religion in America. Writers like Freneau， Bryant， and Cooper showed a great interest in external nature in their respective works. （4） The literary use of the more colorfu1 aspects of the past was also to be found in Irving’s effort to exploit the legends of the Hudson River region， and in Cooper’s long series of historical tales. （5） In short， American Romanticism is， in a certain way， derivative. 2.The unique characteristics of American Romanticism Although greatly influenced by their English counterparts， the American romantic writers revealed unique characteristics of their own in their works and they grew on the native lands. For examp1e，（1） the American national experience of "pioneering into the west" proved to be a rich source of material for American writers to draw upon. They celebrated America''''''''s landscape with its virgin forests， meadows， groves， endless prairies， streams， and vast oceans. The wilderness came to function almost as a dramatic character that symbolized moral 1aw. （2）The desire for an escape from society and a return to nature became a permanent convention of American literature. Such a desire is particularly evident in Cooper’s Leather Stocking Tales， in Thoreau''''''''s Walden and， later， in Mark Twain’s Adventures of Huckleberry Finn. （3） With the growth of American national consciousness， American character types speaking local dialects appeared in poetry and fiction with increasing frequency. （4） Then the American Puritanism as a cultural heritage exerted great influences over American moral values and American Romanticism. One of the manifestations is the fact that American romantic writers tended more to moralize than their English and European counterparts. （5） Besides， a preoccupation with the Calvinistic view of origina1 sin and the mystery of evil marked the works of Hawthorne， Melville and a host of lesser writers. （三）应用内容 1. The American Puritanism and its great influence over American moral values， as is shown in American romantic writings. （1） American Puritanism Puritanism is the practices and beliefs of the Puritans. （The Puritans were originally members of a division of the Protestant Church， who came into existence in the reigns Queen Elizabeth and King James Ⅰ。The first settlers who became the founding fathers of the American nation were quite a few of them Puritans. They came to America out of various reasons， but it should be remembered that they were a group of serious， religious people， advocating highly religious and moral principles. As the word itself hints， Puritans wanted to purify their religious beliefs and practices. They felt that the Church of England was too close to the Church of Rome in doctrine form of worship， and organization of authority.） The American Puritans， like their brothers back in England， were idealists， believing that the church should be restored to complete "purity". They accepted the doctrine of predestination， original sin and total depravity， and limited atonement through a special infusion of grace from God. But in the grim struggle for survival that followed immediately after their arrival in America， they became more and more practical， as indeed they had to be. Puritans were noted for a spirit of moral and religious earnestness that determinated their whole way of life. Puritans'''''''' lives were extremely disciplined and hard. They drove out of their settlements all those opinions that seemed dangerous to them， and history has criticized their actions. Yet in the persecution of what they considered error， the Puritans were no worse than many other movements in history. As a culture heritage， Puritanism did have a profound influence on the early American mind and American values. American Puritanism also had a conspicuously noticeable and an enduring influence on American literature. It had become， to some extent， so much a state of mind， so much a part of the national cultural atmosphere， rather than a set of tenets. （2） One of the manifestations is the fact that American romantic writers tended more to moralize than their English and European counterparts. Besides， a preoccupation with the Calvinistic view of origina1 sin and the mystery of evil marked the works of Hawthorne， Melville and a host of lesser writers. 2. New England Transcendentalism New England Transcendentalism is the mot clearly defined Romantic literary movement in this period. It was started in the area around Concord， Mass. by a group of intellectual and the literary men of the United States such as Emerson， Henry David Thoreau who were members of an informal club， i. e. the Transcendental Club in New England in the l830s. The transcendentalists reacted against the cold， rigid rationalism of Unitarianism in Boston. They adhered to an idealistic system of thought based on a belief in the essential unity of all creation ， the innate goodness of man， and the supremacy of insight over logic and experience for the revelation of the deepest truths. The writings of the transcendentalists prepared the ground of their contemporaries such as Walt Whitman， Herman Melville， and Nathaniel Hawthorne. The main issues involved in the debate were generally philosophical， concerning nature， man and the universe. Basically， Transcendentalism has been defined philosophical1y as "the recognition in man of the capacity of knowing truth intuitively， or of attaining knowledge transcending the reach of the senses." Emerson once proclaimed in a speech， "Nothing is at last sacred but the integrity of your own mind." Other concepts that accompanied Transcendentalism inc1ude the idea that nature is ennobling and the idea that the individual is divine and， therefore， self-re1iant. 3. American Romanticists differed in their understanding of human nature. To the transcendentalists such as Emerson and Thoreau， man is divine in nature and therefore forever perfectible； but to Hawthorne and Melville， everybody is potentially a sinner， and great moral courage is therefore indispensab1e for the improvement of human nature， as is shown in Hawthorne’s The Scarlet Letter.
今天教务老师给大家收集整理了江苏自考英语二教材pdf，江苏自考英语二词汇的相关问题解答，还有免费的自考历年真题及自考复习重点资料下载哦，以下是全国我们为自考生们整理的一些回答，希望对你考试有帮助！江苏自考·英语是不是都考书上的内容？英语大概是自学考试所有非英语专业的课程中最难通过的一门课程。许多考生连续多次参加考试，成绩都不理想。而且最让人左右为难、欲罢不能的就是每次考试都是50多分。努力学习了半年，结果考试成绩比上次不是相差无几、就是甚至还低几分。这真是让人伤透脑筋。笔者认为要学好英语，需处理好以下几个方面的关系问题：一、应该处理好英语这门课的学习任务与考试要求的关系问题按照现行的公共英语自学考试大纲的规定，英语的教学目的是让学生能比较熟练地掌握英语基础知识，初步具备阅读一般性的英语专业书刊和资料的能力。具体要求如下：1.语音：能拼读国际音标和比较流利地朗读课文，语音语调基本准确。在考试中，虽然不考语音题，但具备一定的语音基础知识却是学好英语的基础。实际学习过程中，学生可以不要求发音准确，不要求英国音还是美国音的区别，不要求读或说的流畅动听，但会读会说却是必不可少的。否则，整个学习将是十分艰难的，也是十分枯燥乏味的，学习成绩也必将大打折扣。因此自考学生在语音学习方面应该做到会读单词和课文，并能说出自己的想法。但笔者不提倡学生在英语的学习中从听录音或者练习口语人手，相反，应该按照教学大纲，从朗读课文入手。将语音放在课文学习中提高。2.词汇：英语包括英语单词约3800个，词组约750个，阅读量为50000余词。要求能流利地读出并说出词的语法特征，而且要能说出汉语词义，对比较常用的词要能英汉互译，拼写正确并记住固定搭配。此外，还要了解基本的构词规则，记住常用前缀、后缀的意义并能根据他们猜测词性和词义。这个任务说起来并不难，但是由于自考学生工作任务重、家庭责任大、学习时间少等原因，要完成这样的词汇量，几乎是难于上青天。首先，应该认真学习课文，使词汇学习有一个基本的系统性。应该把单词的记忆放在一定的有意义的情景中，尤其是课文中进行记忆可能是英语学习最迅捷、经济、有效的办法。特别是某些难以记忆的单词，如diabetes，anaesthetica，toxicity等词，单独记忆很难，也没有多少意义，因为它们使用率很低，就更应该放在课文的具体语境中理解；要把记忆生词和学习课文结合起来，在课文中记单词，而且要使记单词为学课文服务，而不是相反。离开课文记单词很难记住，记住了也容易忘记，而且还不会用。外面许多单词记忆法几乎都具有这个问题。其次，应该通过做基础语法练习和阅读练习来巩固和加强基本词汇和常用词组的练习。再次，在单词记忆中运用各种方法。最后，要在考试题的练习中巩固和提高词汇的应用能力。3.语法：英语的学习要求学生对英语语法的整个体系有比较清晰的概念，掌握词形变化规则，了解词和词组在句子中的作用、句子和分句的结构和功能并能在阅读和汉译英中实际运用。其实质在于一个系统性。在自考学生这一点就显得尤其重要。有了系统性，各种零乱的知识点反而会变得简单起来，也容易记忆了。达到这一点的前提条件有三个：一是教师讲得清晰明了。语法知识仅仅靠学生自学是比较困难的，但讲得太多似乎也没有必要，而且学生也难以接受。二是学生的理解要在头脑中形成一个比较完整的概念，这是不言而语的。三是要有相应的配套练习。仅仅靠书本上的练习是不够的，而且难度似乎也和考试有距离，学生接受起来也比较困难。由于英语课文的难度较大，而且考试为学业考试，笔者在教学中直接采用课文中的原句子做语法练习，取得了较好的效果。同时，语法和词汇应该是互相促进的，不可偏废。学习语法应该是为了增强词汇的运用能力，而词汇的学习和记忆又反过来促进着语法的理解和应用。4.阅读能力：大纲要求学生掌握初步的阅读技能，能读懂与所学教材最后一册课文难易程度相当的一般性材料。阅读生词不超过总词数3％的材料，阅读速度要达到70词／分钟，理解正确率在70％以上。对于英语考生来说，单词常常是阅读中的一大拦路虎。然而这个问题常常是个“伪问题”。首先，如果对一些基础的单词不理解，那才是真正的单词不懂，不过这也就使得学习英语成为不可能。然而基础单词的积累不能完全靠英语的学习来解决。其次，专业词汇如果不认识，那是正常的，因为有些专业名词对于本民族语言阅读者来说也一样是不熟悉的，只不过本民族语言的形式更加容易接受一点罢了。同时，如果是汉语的专业词汇，那么由于汉字的象形结构或形声结构等，则使得理解方便一点，但依然是模棱两可的。例如，英美人士理解thalidomide和我们没有什么两样；同样，我们理解“萨立多胺”也仅仅是知道怎么念而已。再者，比较难的单词在上下文中会有相应的解释，或者我们可以通过上下文来猜测其大概的意义，至少可以判断其词性、褒贬、肯定与否定等等意义。有些词你不认识它，但并不影响你对整个文章段落的理解，有什么紧要呢？5.翻译能力：大纲要求学生能借助词典将与所学教材最后一册课文难易程度相当的材料译成汉语，译文正确通顺，同时能把结构不太复杂的句子译成英语。对于英语考生来说，英译汉就相对容易，因为只要将意思基本弄通之后，就可以“自由创作”了。而汉译英就比较难了，因为“单词不认识”。其实，这很可能也是个“伪问题”。第一、汉译英的内容主要考书本上的内容，而且多数是带有重要短语的句子，只要在课文学习过程中将这类句子加以重视，应该不成问题。第二、汉译英的句子可以用考生自己的话说，只要结构正确，同样可以得满分。不一定非要按课本原文翻译。第三、对于考试来说，翻译评分的重点在于结构。只要结构正确，尤其是重要短语和语法点正确，个别单词的错误对评分影响不是很大。上述五个方面，除了语音暂时不进行考试之外，其他都属于考试范围；但核心依然一言以蔽之：基础。二、应该处理好课本上下册之间的关系问题英语的考试内容覆盖上下两本书，在学习中不可偏废。上册更偏重于基础语法知识的复习和巩固，下册则更偏重于运用能力的培养和检验，两者应该结合起来才能满足英语的考试要求，没有偏重哪一本之说。所谓英语和英语的划分也是相对的，只有大致的难度之分。三、应该处理好公共课和专业课的关系问题英语是门公共课，其特点是实践性很强，检验学习好坏的标准是应用能力。自学者不能满足于对语言现象的书面理解。必须通过大量的、反复的实践，尤其是针对考试的综合性练习，达到熟练掌握的目的。限于篇幅，在此不便展开论述。四、应该处理好学业考试和水平考试之间的关系问题水平考试按照设定的标准考察应试者的语言能力，从而决定其是否适应将来某一任务，不管他们从前学过没有或学了多少，也不考虑是如何学的，其命题不以某一教材为依据。和英语对等的水平考试是公共英语等级考试PETS-3或大学英语等级考试CETS—4.学业课的学习和考试都是围绕着课本进行的，它是用来考察学习者完成某一教学大纲或教材的情况，因此考试命题都是以教学大纲或教材为依据的。英语课程考试也基本上属于学业考试。具体说来，占卷面总分一半的试题所用的句子是根据教材中出现的句子编写的。其余的试题所用句子虽然不是引自教材，但他们的选择也是严格按照考试大纲的要求和教材的范围进行的。因此，英语的学习和准备工作应始终围绕教材进行，认真学习一遍教材，通过考试则不会成很大问题。相反，总是离开教材搞复习资料，搞所谓突击复习，则往往事倍功半。但是，由于考生基础水平差，所以，在教师指导下，选择一套精心准备的辅导材料并进行认真的练习是通过考试必不或缺的。五、应该处理好自学与社会助学的关系问题英语是一门实践性极强的课程，除非基础很好，否则完全靠自学要通过考试是比较难的。对于大多数考生来说，选择一家良好的社会助学机构，选择一个有经验的老师，是学好英语并通过考试的必要条件。但是学生自己的努力是内因，是根本条件。外因只能通过内因起作用。相比较而言，英语要比其它课程难于通过。因此，考生在学习和复习过程中必须相对地集中精力和时间，做好充分准备，打一场突击仗、歼灭仗.自考本科英语二用的教材你好！英语二的指定的教材是大学英语自学教程上、下册。高远主编，高等教育出版社出版的，上册是1999年版，下册是1998年版。考试的时候是上下册的内容一起考的，在同一份试卷上。我以前就考过。上册教材的内容大概占总分值的20%左右。山东自考英语(二)使用哪种教材,哪儿能下载2009年4月山东自考?山东自考英语(二)使用哪种教材高远编，英语二，高等教育出版社求英语自考教材所有书名求英语自考教材所有书名还有在哪里可以买？求自考书店/新华书店/大型书市/淘宝网/专业网校书店。 上述书店一般有历年自考真题以及针对性的模拟题。自考/成考有疑问、不知道自考/成考考点内容、不清楚当地自考/成考政策，点击底部咨询官网老师，免费领取复习资料：
taxta:批评性阅读阅读纪实文学适合用批评性的阅读方法，因为在非文学类作品里，作者常常会提出某种观点或是寻求作者的态度。批评性的阅读方法系一种主动性很强的阅读方法。它涉及到的不仅仅是理解作者所说的话。批评性的阅读方法还涉及到质疑和评估作者所说的话，涉及到对于作者所说的话要形成你自己的观点。如果你想要成为一名有批评性思维的读者，在这里我列出一些你应该做到的。仔细思考作者的写作背景。你可能正在读一篇与你的文化背景截然不同的作者缩写的文章。或者，你可能正在读一篇谢雨不同于你所处的时代的文章。不论哪种情况，你必须能搞清楚通史好好考虑你的价值观和态度与作者的不同之处。合理质疑捉着所卓楚的论断。对于作者写出来的不要全盘接受。你在接受作者的观点之前，要确保作者提供了足够多的论据来支持其论点。你要仔细查看支持论断的事实`举例和统计数据。通史，你要查看作者是否参考了权威专家的著作。把作者所写的内容和该题材其他著作做对比。看看作者所写的内容与改题材领域其他人所写的是否一致。如果有不一致之处，要仔细评估该处作者提供的论据。认真分析作者所做的假设。假设指的是作者为了提出其论断所必须相信是正确的那些观点。在许多情况下，作者的假设都不是直接陈述出来的。这就意味着你必须通过仔细地阅读来找到作者的所做的那些假定。一旦你找到一个假设，你必须判断一下这个假设是否是合理的。评估作者的引用来源。评估时，要确定这些来源是合适的。举例来说，如果作者写的是关于物理学上里程碑式的成就，那么爱因斯坦就是一个可靠的引用。第二，要确定这些引用是相关的。如果文章主题是诗歌，那么爱因斯坦这个例子就是不相关的。最后，如果作者所写的这个主题是当今局势，那就一定要确保引用来源也是当前的。例如，如果作者讨论的是物理学当今的学科知识情况，那么20世纪早期爱因斯坦的研究可能就不太合适了。识别作者可能带有的偏见。有关美国政治的书面论述可能因作者是共和党人换货是民主党人迥然而异。写出来的文章可能会很好的反映出作者的偏见态度和立场。你需要在阅读作者的文章的过程中考虑到其可能带有的偏见。这也就是说，要有持保留态度看待作者所写的文章。通过做一个有批判性的读者，你会成为一个更加有见识和学问的人，并可能适当的改变你自己的观念。【注】我还有其他的文章的翻译，要吗？也是英语二的，2012年版的
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