臺灣博碩士論文加值系統

柏金斯等(Perkins and Perkins)在【美國文選】中對佛洛斯特(Robert Frost)之介紹談到，閱讀佛洛斯特的作品常可嗅到美國超越主義(American Transcendentalism) 之味道，本文試圖以美國超越主義之主要特徵來探討佛洛斯特的主要詩作，以主題(theme)方式來探討其詩作與美國超越主義特徵相同和相異處，並以【取水】、【播種】、【火與冰】三首詩為實驗題材，擬定周詳教案後實施教學，針對實驗前、實驗後加以問卷調查，以探討主題(theme)方式運用在高中英語教學上之適切性。
本論文分為七章。第一章為說明研究動機並作美國超越主義與領導人物愛默生、梭羅與詩人佛洛斯特之文獻探討以及文學當中詩之適合成為教學教材之原因。第二章提出超越主義之特徵，如主張接近大自然、肯定自信與自立、著重直覺與良知、強調人與上帝的個人關係和勞動之尊貴並以超越主義領導人物愛默生、梭羅之作品為佐證。第三章以第二章提出超越主義之特徵，找出佛洛斯特之主要詩作中，如主張接近大自然、肯定自信與自立、著重直覺與良知、強調人與上帝的個人關係和勞動之尊貴部份，證明佛洛斯特的主要詩作確有美國超越主義成分。第四章亦找出佛洛斯特之主要詩作中，反超越主義主張之詩作，如大自然之無情與毀滅力量。第五章探討佛洛斯特的【取水】、【播種】、【火與冰】三首詩作為高中英語教學教材的分析。包含這三首詩運用於英語教學之適切性，【取水】、【播種】這兩首詩所含之超越主義題材、語法結構及音韻，【火與冰】這首詩所含之反超越主義題材。第六章以佛洛斯特的【取水】、【播種】、【火與冰】三首詩作為英語教學教材的應用，提出周詳之教案，並解釋當中所運用之敎材教法及評量。第七章探討以佛洛斯特的【取水】、【播種】、【火與冰】三首詩作為英語教學教材的實驗，以問卷方式研究，對象為中部某綜合高中的六位老師及一百七十位學生，男生九十位，女生八十位參予實驗結果與分析，發現以佛洛斯特的【取水】、【播種】、【火與冰】三首詩作為英語教學教材得到參與老師接受與支持，大部分學生也認為這三首詩適合學習，對英語學習之提升有幫助，最後提出本論文之限制並對未來研究提出建議。

Perkins and Perkins stated that Robert Frost's view reminded us of the Transcendentalism of earlier New Englanders in their edition of American literature, The American Tradition in Literature. The thesis aims to explore Transcendentalism and Anti-transcendentalism in Robert Frost's major poems and apply two of his poems, "Going for Water" and "Putting in the Seed," which bear the characteristics of Transcendentalism, and the poem "Fire and Ice", which bears the characteristics of Anti-transcendentalism, to EFL classrooms in senior high schools in Taiwan.
Chapter One explains the motivation of the thesis, followed by the literature review of Transcendentalism, its leading figures, Emerson and Thoreau, Robert Frost, and the reasons why literature, especially poetry, is suitable to be applied in EFL classrooms. Chapter Two discusses the characteristics of Transcendentalism, such as an emphasis on intuition, an individual relationship between man and God, belief in living close to nature, an assurance of self-trust and self-reliance, and a belief in the dignity of manual labor, along with passages from Emerson's and Thoreau's works as evidence. Chapter Three indicates Robert Frost's major poems also contain these characteristics. Some of his poems are listed and explained to show that his poems really bear such characteristics.
Chapter Four explains Robert Frost's poems also contains the element of Anti-transcendentalism. For example, some of his nature poems bring fear to readers. Chapter Five is an analysis of the teaching material, containing the appropriateness of pedagogical application of the three poems, themes of Transcendentalism and syntactic patterns and sound in the two poems "Going for Water" and "Putting in the Seed," and Anti-transcendentalism in the poem "Fire and Ice."
Chapter Six is the application of the three poems "Going for Water," "Putting in the Seed," and "Fire and Ice," along with a complete teaching plan. In designing the teaching plan, teachers' suggestions are taken into consideration. The teaching methods applied and assessments in this study are also explained.
Chapter Seven is a conclusion. Questionnaires are used in this study in order to investigate senior high school teacher's and students' opinions about applying Robert Frost's poems "Going for Water" and "Putting in the Seed," which bear the characteristics of Transcendentalism, and "Fire and Ice," which bears the characteristics of Anti-transcendentalism, to English teaching. In the study, 6 comprehensive high school English teachers and 170 students participated.
The results show that understanding Transcendentalism helps the students in this study to comprehend the theme in Robert Frost's poems "Going for Water" and "Putting in the Seed," and understanding Anti-transcendentalism helps to comprehend the theme in the poem "Fire and Ice." Most students agreed that the appropriateness and helpfulness of employing "Going for Water," "Putting in the Seed," and "Fire and Ice" as teaching material. According to the teachers' response in the questionnaires, it is obvious that they accept and support the teaching material. Major findings, limitation of the study, and suggestions for further study are also proposed here.

Table of Contents
English Abstract i
Chinese Abstract iii
Acknowledgement v

Chapter One 4
Introduction 4
1.1 Background of Transcendentalism 7
1.1.1 Transcendental Club and Brook Farm 9
1.1.2 Ralph Waldo Emerson (1803-1882) and Henry David Thoreau (1817-1862) 11
1.2 Literature Review of Robert Frost (1874-1963) 14
1.2.1 Background of Robert Frost 14
1.2.2 Characteristics of Robert Frost's Major Poems 15
1.3 Literature as Appropriate Teaching Material 22
1.3.1 Literature's Significance as Teaching Material 23
1.3.2 Poetry as Appropriate Teaching Material 26
1.4 Organization of the Thesis 28
Chapter Two 31
Major Characteristics of Transcendentalism 31
2.1. Belief in Living Close to Nature 33
2.2 Assurance of Self-trust and Self-reliance 37
2.3 Emphasis on Intuition and Conscience 42
2.4 Individual Relationship between Man and God 44
2.5 Belief in the Dignity of Manual Labor 48
Chapter Three 54
Transcendentalism in Robert Frost's Work 54
3.1 Belief in Living Close to Nature 54
3.2 Assurance of Self-trust and Self-reliance 59
3.3 Emphasis on Intuition and Conscience 63
3.4 Individual Relationship between Man and God 66
3.5 Belief in the Dignity of Manual Labor 70
Chapter Four 83
Anti-transcendentalism: Frost's Rebel in This Cause 83
4.1 The Dark Side of Frost's Nature 84
Traditional Pastoral Ideology 84
The Dark Side of Nature in Robert Frost's Major Poems 86
4.2 Indifference of God 94
Chapter Five 101
The Analysis of the Teaching Material of Robert Frost's "Going for Water," "Putting in the Seed," and "Fire and Ice" 101
5.1 Appropriateness of Pedagogical Application of "Going for Water," "Putting in the Seed," and "Fire and Ice" 101
5.2 Issues of The Themes of Transcendentalism in "Going for Water" and "Putting in the Seed": Living Close to Nature, Self-reliance, and Dignity of Manual Labor 105
5.3 Syntactic Patterns and Sound 107
5.4 Anti-transcendentalism in "Fire and Ice" 111
Chapter Six 112
The Application of Robert Frost's "Going for Water," "Putting in the Seed," and "Fire and Ice" to English Teaching 112
6.1 Lesson Design 112
6.1.1 Texts of the Poems "Going for Water," "Putting in the Seed" and "Fire and Ice" 113
6.1.2 Teaching Method 116
6.1.3 Teaching Plan 121
6.1.4 Assessment 132
Chapter Seven 134
Conclusion 134
7.1 Participants 135
7.2 Instruments 136
7.3 Data Collection Procedures 138
7.4 Data Analysis and Results 139
7.4.1 Analysis of the Students’ Responses in the Questionnaires 139
7.4.2 Analysis of the Teachers’ Responses in the Questionnaires 150
7.5. Summaries of major findings 154
7.6. Limitation and suggestions 156
References 158
Appendix I 166
高中學生對英詩教學之調查問卷 166
Appendix II 175
高中教師對英詩教學之調查問卷 175
Appendix III: Pretest 184
Appendix IV: Posttest 185

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