关于《飘》中女权主义毕业共16页文档.docx
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关于《飘》中女权主义毕业共16页文档.docx
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关于《飘》中女权主义毕业共16页文档
AnalysisofGonewiththewindfromthe
宋以后,京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。
至元明清之县学一律循之不变。
明朝入选翰林院的进士之师称“教习”。
到清末,学堂兴起,各科教师仍沿用“教习”一称。
其实“教谕”在明清时还有学官一意,即主管县一级的教育生员。
而相应府和州掌管教育生员者则谓“教授”和“学正”。
“教授”“学正”和“教谕”的副手一律称“训导”。
于民间,特别是汉代以后,对于在“校”或“学”中传授经学者也称为“经师”。
在一些特定的讲学场合,比如书院、皇室,也称教师为“院长、西席、讲席”等。
PerspectiveofFeminism
要练说,得练看。
看与说是统一的,看不准就难以说得好。
练看,就是训练幼儿的观察能力,扩大幼儿的认知范围,让幼儿在观察事物、观察生活、观察自然的活动中,积累词汇、理解词义、发展语言。
在运用观察法组织活动时,我着眼观察于观察对象的选择,着力于观察过程的指导,着重于幼儿观察能力和语言表达能力的提高。
Abstract
要练说,得练听。
听是说的前提,听得准确,才有条件正确模仿,才能不断地掌握高一级水平的语言。
我在教学中,注意听说结合,训练幼儿听的能力,课堂上,我特别重视教师的语言,我对幼儿说话,注意声音清楚,高低起伏,抑扬有致,富有吸引力,这样能引起幼儿的注意。
当我发现有的幼儿不专心听别人发言时,就随时表扬那些静听的幼儿,或是让他重复别人说过的内容,抓住教育时机,要求他们专心听,用心记。
平时我还通过各种趣味活动,培养幼儿边听边记,边听边想,边听边说的能力,如听词对词,听词句说意思,听句子辩正误,听故事讲述故事,听谜语猜谜底,听智力故事,动脑筋,出主意,听儿歌上句,接儿歌下句等,这样幼儿学得生动活泼,轻松愉快,既训练了听的能力,强化了记忆,又发展了思维,为说打下了基础。
MargaretMannerlyMitchell,anAmericanauthor,wonthePulitzerPrizein1937forhernovelGonewiththeWind.Itwastheonlybookshewroteinheralllife,MargaretMitchellwasborninAtlanta,whereshealwayshearaboutmanystoriesaboutthewarbetweenthenorthernandsouthernstatesinAmerican,thenwhenshewaswoundedinhome,shedeterminedtowriteabookaboutthewar.Thisnovelisoneofthemostpopularbooksofalltime.ThenovelGonewiththeWindwassetduringthetimesoftheCivilWarinAtlantic.Soonorlater,theAmericanCivilWarbrokeout.AshleyandCharlesjoinedthewar.Unfortunately,Charlesdiedinthewar.Scarlettbecameawidow,butshehasbeeninlovewithAshley.Inthefollowingarticle,firstly,ontheloveamongScarlettO’Hara,AshleyWilkesandRhettButlerwillbeintroducedbyanalyzingthecharacteristicofthethreeprincipals.Secondly,theloveofthefriendshipamongdifferentkindsofpersonwillbementioned.Thelastbutnottheleast,somethingabouttheloveoffamilymembersinthenovelofGonewiththewindwillbesaid.Finally,comparedwiththemodernsociety,whatthemethenovelrevelswillbesaid.
Keywords:
Love;Friendship;Familylove;Reality.
Introduction
AsthefirstnovelwhichdepictsAmericanCivilWarfromwomen’sperspective,Margaretfocusesonthesufferingfromthewarofthosewomenwhostayathomeandtheirdifficultjourneyofreconstruction.Literarycritics,onthebasisoftheirrespectiveknowledgeandunderstandinghavegivendifferentevaluationaboutthisnovel.MostoftheirresearcherconcentratesonthehistoricalbackgroundofAmericanCivilWar,theabolitionistthough,Scarlett’sparticularcharacterandtheculturaldiscrepancybetweentheNorthandtheSouth.ManycriticsquestiontheliteraryvalueandoutdatedracialissueofGonewiththeWind.Someconsiderthenovelsuperficialwhiletreateditonlyasimplelovestory.However,theauthorthinksthatthenovelismostvaluableifreadwithanunderstandingofthreehistoricalbackgrounds,ourown,Mitchell’s,andScarlett’s.Onthebaseofperspectiveoffeministic,thispaperwoundanalyzestheawakeningoffemaleself-consciousnessreflectedinthisnovelanditspositiveeffectonthecauseofwomenliberation.ThefirstpartofthispaperisageneralintroductiontothetheoreticalFoundationwhichmainlyaboutFeminism.Thenthefollowingchapterisanalysesofthebook,ChapterthreeisfeministanalysisofGonewiththeWindandofScarlet’scharacteristic.
2.TheIntroductiontoFeminism
Feminismisthebeliefthatwomenshouldbeallowedthesamerights,powerandopportunitiesasmenandbetreatedinthesameway,orthesetofactivitiesintendedtoachievethisstate.Hundredyearsago,women’ssocialstatuewasquitelow,womenwastreatedasappendagetomen,theyonlyhadrightsofliving,theirmanner,speakingandbehaviorwereregulatedbyaseriesofseriousrulesanddiscipline.Withtheeducationspreadingamongwomenandtheawakeningoffemaleself-consciousness,theycametorealizethattheyshoulddefendtheireconomic,politicalandotherrightsandpursueequaltreatmentlikemen.Thenthereappearfeminism.Feminismisaseriesofmovementsaimedatdefining,establishing,anddefendingequalpolitical,economic,andsocialrightsandequalopportunitiesforwomen.Feminismismainlyfocusedonwomen'sissues.
First-wavefeminismwasaseriesofactivitiesduringthenineteenthcenturyandearlytwentiethcentury.IntheU.K.andU.S.,itfocusedonpromotingequalcontract,marriage,parenting,andpropertyrightsforwomen.However,bytheendofthenineteenthcentury,activismfocusedmainlyongainingpoliticalpower,particularlytherightofwomen'svoting,thoughsomefeministswereactiveincampaigningforwomen'ssexualandeconomicrightsatthistime.
Second-wavefeminismisafeministmovementbeginningintheearly1960sandcontinuingtothe20thanditcoexistswiththird-wavefeminism.Secondwavefeminismislargelyconcernedwithissuesofequalitynotonlysuffrage,butthingslikeendingdiscrimination.Second-wavefeministstreatwomen'sculturalandpoliticalinequalitiesasitsmainpurposesthattobedealwith.Duringthisperiod,feministencouragewomentounderstandaspectsoftheirpersonallivesdeeplybymeansofpublicpromoting.ThefeministactivistandauthorCarolHamishcameupwiththesloganforthefirsttime"ThePersonalisPolitical",whichbecamesynonymouswiththesecondwave.
Third-wavefeminismisstartfrom1900tothepresent.Itaroseasaresponsetowardfailuresofthesecondwaveandalsoasaresponsetothemovementscreatedbythesecondwave.Third-wavefeminismoftencorrectthesecondwave’sideasandmovementsthatarenotgoodforfemales.Itaccommodatescontradictions;conflictandchanges.Thethirdwavehasitsoriginsinthemid-1980.FeministleasersinthesecondwavelikeGloriaAnzaldua,CherrieMoraga,andAndreLuredtriedtonegotiatefeminismthoughtthatrelatedtorace.
3.BackgroundofMargaretMitchell’sage
3.1Women’ssocialstatusinAmericansocietyreflectedinthenovel
ThestorytakesplaceinthesouthernplantationbeforeAmericanCivilWar.Atthattime,theSouthisanewreclaimedlandwheretheindustrialcivilizationhasnotyetpenetratedit.Theresidentsrestontherollingmoneygainedbycottonplantingandpicking.There,withintheshadowofchivalry,keepstheskin-deepgraceandsplendor.Womenlivingontheredsoilaredelicateflowers,tightlyclingingtomenanddecoratingmen’sworld.Theyhavenorightstovote.Norcantheycontroltheirbelongingsorchildrenaftertheygetmarried,letalonedrawawillormakeatreatywithouttheirhusbands’permission.Theirsocialstatusisparallelto“thatofaminororaslave”(DeborahL.Madsen,2019).Theyenduredualoppressionnotonlyfrommenbutalsofromthemselves,lyinginthesubordinatesocialpositionwithouttheprivilegetomanagetheirownlives.Inthismale-dominatedworld,menstiflewomen’sdevelopmentfromeveryaspect.
Firstly,theystraineverynervetoconfinewomeninthehousetomakesurethatwomen’signorancehasnotbeencorruptedbythesocietyandtheyaresatisfiedtobethelovely“vase”.Althoughmenprovidewomenwithprotection,clothingandfoodsources,theyhaveanessentialprerequisitethatmenshouldholdprimacyaswellasthecontrolofwomen.Womenareimprisonedathomewantingeconomicindependence.Theexclusiveapproachfortheirsocialstatusandeconomicwarrantyistomarryandgivebirthtobabies.
Secondly,menalsospirituallysuppresswomen.Theymayyieldtowomenandsatisfytheirallkindsofsmallrequirementsaboutthehouseholdaffairs;neverthelessoncewomenhaveindependentopinions,theywillfeelpanicandpulleverystringtoholdthemback.Forinstance,whenScarlettbuysalumbermillanddecidestooperatebyherself,herhusbandFrank,thoughacoward,stillfeelsunacceptable:
“Frank,incommonwithallmenheknew,feltthatawifeshouldbeguidedbyherhusband’ssuperiorknowledge,shouldaccepthisopinionsinfullandhavenoneofherown”(MargaretMitchell,2019).Thereforemen’stoleranceisonthepremiseoftheassuranceofthemale-centeredstatus.Infact,menwouldrathergiveeverythingintheworldtowomenthanallowwomentohaveintelligenceandindependentviews.Inmen’sopinion,“womenshouldbeconfinedtothedomesticsphere,nurturingchildren,maintainingthehouseholdandservingtheirhusbands”(DeborahL.Madsen,2).Ifawomanshowsheranyintellectualadvantage,peoplewillisolateher,reputingthatshehasgobeyondherdueresponsibilitieswhicharegenerallydefinedasdressing,dancingandhousemanagement.
Regrettably,womenareimperceptiblyinfluencedbythelocationgivenfrommen.SouthernmothersinGonewiththeWindactastheexecutorofethicalcodes,inhibitingyounggirls’developmentoftheirtruecolors.TakeScarlettasanexample,sheiseducatedtobeanobedientladyevenfromchildhood.Hermotherandblackmammyhavealwaystriedtheirbesttoinstillthoseindispensablequalitiesofaladyintoher.“Youmustbemoregentle,dear,moresedate”,“Gentlemendonotlikeforwardgirls”,“Youngmissesshouldcas’downdeyeyesan’say,Well,suh,Ahmout’an’‘Jes’asyousay,suh.’”(MargaretMitchell,2019).Beforetheirmarriage,younggirlsshouldbetenderandlovelywithwell-educatedmanners;howeverassoonastheygetmarried,womenbecomebirds,restrainedinthehouseandbusywiththehouseholdaffairsallday.Theymanagetheirhusbands’housesandeducatetheirchildren,consumingtheirintelligencejustinvarioustrivia.Moremiserablearethewidows:
wearingtheblack,noflowers,nolace,nojewelry,nofreetalks,nosocialactivitiesandevennolaughter,juststayingathomeandmourningdaylong.Nowondertheauthorcallthisasbarbarousas“HinduSettee”(MargaretMitchell,2019).
3.2Socialinfluen
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