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

这个项目将有助于实现“感官阅读”作为一种教学方法的价值和应用，通过帮助混合能力的GCSE学生欣赏诗歌作为丰富生活的经验，这反过来将解决a - level和BA英国文学招生的下降问题。有大量证据表明，2015年的GCSE改革严重阻碍了学生进入A-Level英语文学课程（Barbara Bleiman，“衰落与衰落：A-Level英语-数据”，NATE, Teaching English，第15期），而且自改革实施以来，弱势学生的奖励差距扩大了（Catherine Lough，“迈克尔·戈夫更严格的GCSE“损害社会流动性”，TES， 2019年12月5日）。学生们通常对诗歌的阅读和写作过程感到畏惧，主要是因为目前强调的是技术知识（例如，形式特征的命名）。诗人“通常强调感官，而不是纯粹的认知方式”（诺埃尔·杰克逊，《文学与感官》，大卫·达夫主编，《牛津英国浪漫主义手册》，2018年），文学研究是“对意义的追求，需要读者积极参与”（《考克斯报告》，1989年），在这种信念的指导下，“感官阅读”直接与教师和学生合作，展示如何与视觉、听觉、而诗歌的物理维度，无论是具体的还是想象的，都可以用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所莱斯特学校为混合能力的学生提供面对面的研讨会，“感官阅读”建立在“华兹华斯2020”项目成功的影响和参与倡议的基础上，增强了该项目的教学雄心，同时将其覆盖范围扩大到更广泛的社区。工作表（针对教师）和资源（针对学生）侧重于AQA GCSE“过去和现在”诗歌选集的选择，强调诗人如何通过影响人类感官（例如视觉和声音）的感官设备（例如图像，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新兴的批评领域，挑战诗歌的工具化，旨在扭转A-Level（和大学）入学率下降的趋势，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（约翰·卡特教育，2019）。一个名为“创新英语”的网站将包括音频和视频资源（包括莱斯特大学“华兹华斯2020”和英语系网站的链接），以帮助AQA选集中所有诗歌的感官体验。总而言之，到项目结束时，将开发5个一小时的讲习班，并由专门设计的工作表和学习资源提供支持，并交付给5所参与的学校。莱斯特大学英语学士学位的最后一年学生，如果考虑以教学为职业，将被邀请参加一系列的研讨会，并在可行和合适的情况下进行合作，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行为期一天的社区主导论坛，使研究人员和受益者能够反思项目的目标和目标，并考虑进一步的合作机会。该项目的研究结果将以同行评议的英文文章发表在《英语协会杂志》和《泰晤士报教育副刊》上，并将在项目网站上提供相关链接，以便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.