Louise Rosenblatt及其「相互作用理論」

Abstract

Long recognized as a preeminent pedagogical forerunner of literature, Louise M. Rosenblatt (1904-2005) devoted herself to effecting the critical educational reform for more than seven decades. The fact that she is often cited demonstrates the influence she has wielded in this field. This paper briefly introduces Rosenblatt's theoretical generative background and the transactional theory of the literary work and then argues for the suitability of applying her theories to the language and literature classrooms. After Literature as Exploration (1938), which intended to offer democratic potentialities of the teaching of literature, was published, Rosenblatt had continuously recommended some theoretical guidelines and applied them in language and literature classrooms. Henceforth teachers in the language teaching have gradually come to understand this more democratic and humanistic way of literature instruction. The tenets of Rosenblatt’s transactional theory can be summarized as follows: (1) reading as a transactional process, (2) stance as an efferent/aesthetic continuum, (3) understanding as a shared accomplishment, (4) writing as an authorial reading, (5) text as a transactional vehicle, (6) teacher as a facilitative partner, and (7) validity as an in-text response. Abided by Rosenblatt’s transactional theory, a liberating, trusting, and risk-taking active reading experience can be created by the classroom teacher, and students can be awakened to the importance of their unique personal exploration and expand their reading as well as writing horizons. The friendly, cooperative and supportive processes contribute to making life-long readers enjoy reading literary works. As a ”shaper of pedagogical philosophy” (Allen's term), Rosenblatt's influence on teachers in terms of their ways of dealing with literature was much greater than her contemporary critics.