“问题导向”的《外国文学》教学改革与实践

Problem-Based Teaching Reform and Practice in Foreign Literature

摘要: “问题导向”的《外国文学》教学实践以文学史脉络为主线，围绕关键文本、代表性作家与重要文学思潮，构建了递进式的问题模块，涵盖现实主义、现代主义、存在主义等重要主题。问题设置遵循由浅入深的路径，使学生在连续的问题链中建立整体性的文学认识。课堂组织采用小组合作探究、主题汇报与教师反馈的组合模式，强化学生的参与度与课堂的生成性。研究表明学生的研究能力、文献检索与整合能力得到显著提升，跨文本分析的深度与逻辑性增强；讨论氛围更为活跃，学生在表达观点、回应同伴及观点论证方面表现得更自信；合作学习也促进了其团队意识与沟通能力的提升。总体来看，课堂已逐步由知识传递转向知识生产，“以学生为中心”的理念得到阶段性落实。然而，如何进一步提升理论分析深度，如何强化学术规范训练，以及如何让过程性评价更系统、更可积累，仍是下一阶段需要持续探索的方向。

Abstract: The teaching reform of Foreign Literature with problem-based learning as the core path takes literary history as the main thread, and constructs a progressive problem module around key texts, representative writers, and important literary trends, covering important themes such as realism, modernism, and existentialism. The problem setting follows a path from shallow to deep, enabling students to establish a holistic literary understanding in a continuous chain of questions. The classroom organization adopts a combination model of group cooperative exploration, thematic reporting, and teacher feedback to enhance student participation and classroom generation. Research has shown that students’ research ability, literature retrieval and integration ability have been significantly improved, and the depth and logicality of cross text analysis have been enhanced; The discussion atmosphere is more active, and students show more confidence in expressing their opinions, responding to peers, and supporting their arguments; Collaborative learning also promotes the improvement of team awareness and communication skills. Overall, the classroom has gradually shifted from knowledge transmission to knowledge production, and the concept of Student-centeredness has been implemented in stages. However, how to further enhance the depth of theoretical analysis, strengthen academic norms training, and make process evaluation more systematic and accumulative are still the directions that need to be continuously explored in the next stage.