Sensory Reading: A New Approach to Teaching & Learning GCSE English Literature

该项目将通过帮助能力参差不齐的普通中等教育证书学生将诗歌作为一种丰富的生活体验来欣赏诗歌，进而解决A-Level和BA英语文学招生人数下降的问题，从而帮助认识到作为一种教学方法的“感官阅读”的价值和应用。有大量证据表明，2015年的普通中等教育证书改革显著阻碍了学生进入A-Level英语文学考试(Barbara Bleiman，《衰落与堕落：A Level English-The Figures》，Nate，《教授英语》，第15期)，而且自改革引入以来，针对弱势学生的奖励差距已经扩大(凯瑟琳·洛夫，《迈克尔·戈夫的更严厉的普通中等教育证书：损害社会流动性》，TES，2019年12月5日)。小学生通常对阅读和写作诗歌的过程感到畏惧，主要是因为目前强调技术知识(例如，正式特征的命名)。根据诗人“经常强调感官，而不是纯粹深思熟虑的认识方式”的信念(诺埃尔·杰克逊，“文学与感官”，编辑)。大卫·达夫，《牛津英国浪漫主义手册》(《牛津英国浪漫主义手册》，2018年)，文学研究是一种对意义的探索，需要读者积极参与(《考克斯报告》，)，《感官阅读》直接与老师和学生合作，展示如何利用对诗歌的视觉、听觉和物理维度的参与，无论是体现的还是想象的，来丰富技术知识和理解。通过设计在线教学工作表和教育资源，并通过在5所莱斯特学校为能力各异的学生提供面对面的研讨会，“感官阅读”在“华兹华斯2020”项目的成功影响和参与倡议的基础上，增强了该项目的教学雄心，同时将其覆盖到更广泛的社区。以AQA GCSE《过去和现在》诗歌选集为重点，工作表(供教师使用)和资源(供学生使用)侧重于诗人如何通过影响人类感官(如视觉和声音)的感官手段(如意象、隐喻、声音特征)吸引读者的思想/想象力。这些资源建立在一个对诗歌工具化提出挑战的新兴批评领域，意在扭转A-Level(和大学)的接受率下降的趋势，例如：罗伯特·伊格尔斯通，《文学：为什么重要》(Polity，2019)，詹妮弗·韦伯，《如何教授英国文学；克服文化贫困》(John Catt Education，2019)。一个名为‘Innovate English’的网站将包括视听资源(包括指向莱斯特大学‘Wordsworth 2020’和英语系网站的链接)，以帮助AQA选集中所有套装诗歌的感官体验。总之，到项目结束时，将编制5个一小时的讲习班，并在特别设计的工作表和学习资源的支持下，向5所参与学校的每一所学校提供支助。最后一年，莱斯特大学正在考虑以教学为职业的英国学士学生将被邀请参加一些精选的研讨会，并在可行和适当的情况下就教学进行合作，以此作为获得重要课堂经验的一种方式。该项目还将为教师和学生创造机会参加由学生主导的双月知识交流论坛，最终在莱斯特大学举办为期一天的社区主导论坛，使研究人员和受益者能够反思该项目的目的和目标，并考虑进一步合作的机会。该项目的成果将以同行评议文章的形式发表在《英语协会杂志》和《泰晤士报教育副刊》(TES)上，并将在项目网站上提供链接，以期将该项目的影响范围扩大到全国。

This project will help to realise the value and application of 'Sensory Reading' as a pedagogic method, by helping mixed ability GCSE students to appreciate poetry as a life enriching experience, that will in turn address the decline in A-Level and BA English Literature recruitment. There exists substantial evidence to confirm that the 2015 GCSE reforms have significantly deterred students from progressing to A-Level English Literature (Barbara Bleiman, 'Decline and Fall: A Level English - The Figures', NATE, Teaching English, Issue 15), and that the awarding gap for disadvantaged students has widened since the reforms were introduced (Catherine Lough, 'Michael Gove's tougher GCSE's "harm social mobility"', TES, 5 December 2019). Pupils are generally daunted by the process of reading and writing about poetry, mainly because of the current emphasis on technical knowledge (e.g., the naming of formal features). Guided by the conviction that poets "routinely emphasize sensate as opposed to purely cogitative ways of knowing" (Noel Jackson, 'Literature and the Senses', ed. David Duff, The Oxford Handbook of British Romanticism, 2018), and that the study of literature is 'a quest for meaning [that] requires the reader to be an active participant' (The Cox Report, 1989), 'Sensory Reading' works directly with teachers and pupils to show how an engagement with the visual, acoustic, and physical dimensions of poetry, whether embodied or imagined, can be used to enrich technical knowledge and understanding. Through devising online teaching worksheets and education resources, and through the delivery of face-to-face workshops for mixed-ability pupils in 5 Leicester schools, 'Sensory Reading' builds on the successful impact and engagement initiatives of the 'Wordsworth 2020' project by enhancing the pedagogical ambition of the project while extending its reach to a wider community. Focusing on the selections from the AQA GCSE 'Past and Present' Poetry Anthology, the worksheets (for teachers) and resources (for pupils) place emphasis on how poets engage a reader's mind/imagination via sensory devices (e.g., imagery, metaphor, sonic features) that affect the human senses (e.g., sight and sound). The resources build on an emerging field of criticism that challenges the instrumentalization of poetry, intending to reverse the decline in the take-up for A-Level (and University), for example: Robert Eaglestone, Literature: Why it Matters (Polity, 2019), Jennifer Webb, How to Teach English Literature; Overcoming Cultural Poverty (John Catt Educational, 2019). A website, entitled 'Innovate English', will include audio and visual resources (including links to the University of Leicester 'Wordsworth 2020' and Department of English websites) to aid the sensory experience for all the set poems in the AQA anthology. In sum, by the end of the project, 5 one-hour workshops, supported by specially devised worksheets and learning resources, will have been developed and delivered to each of the 5 participating schools. Final year BA English students at the University of Leicester who are considering teaching as a career will be invited to attend a selection of the workshops and, where feasible and appropriate to collaborate on their delivery, as a way to gain vital classroom experience. The project will also create opportunities for teachers and pupils to participate in bi-monthly, pupil-led Knowledge Exchange forums, culminating with a one-day, community-led forum at the University of Leicester that will enable researchers and beneficiaries to reflect on the project's aims and objectives and to consider further opportunities for collaboration. Findings from the project will be published as peer-reviewed articles in English: Journal of the English Association and the Times Education Supplement (TES), for which links will provided on the project website with a view to extending the reach of the project nationally.