نوع مقاله : علمی ترویجی
نویسندگان
1 استادیار گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران.
2 گروه زبان و ادبیات فارسی، دانشکده ادبیات و علوم انسانی، دانشگاه مازندران، بابلسر، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
It is impossible to get acquainted with world literature without regard to literary schools, and to get acquainted with the texts of some non-Persian-speaking poets and writers cannot lead to an understanding of world literature. Since the students' first formal encounter with world literature in secondary school Farsi books, it is now possible to make this acquaintance systematically based on the course of the world's literary currents. In the second-grade curriculum teaches three Persian books, each containing eight chapters, and the last chapter, "World Literature," has four translation texts. This descriptive-analytical study analyzes the content of these twelve works from the point of view of geographical distribution, format, genre, and literary schools to illustrate the generality of world literature depicted in students' minds. The findings of the research show that in all of these cases there is some criticism of the selected books. The poets and writers selected from each school and Their Selected Works, are in many cases not appropriate choices and cannot represent the main features of the works of the world's leading literary schools. In general, the choice of text for these books is more than the authors' attention to form, literary school, and important literary currents in the world, and non-Persian texts have been introduced in the literary chapter of the world only instead of Persian texts.
کلیدواژهها [English]
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