An Analysis of the Image of Shylock

經(jīng)驗交流An Analysis of the Image of Shylock張熙強( 112000朝陽(yáng)師范高等專(zhuān)科學(xué)校遼寧朝陽(yáng))Abstract: The Merchant of Venice is one of my foot, and the ducats in her cffin!"Shakespeare’ s most famous comedy in the world. While2.2 He is a victim,in other words,Shylock is a creation ofShylock is a classical figure and analyzed a gain and again. circumstanceBefore, especially in 16th century, many people think2.2.1 F rom objective viewpiont,Shylock has reasonable andShylock was a greedy, selfish, crue1 and so on, and his complex motivations to the Antonio’ s revenge.Actually Antonio isfinal result is a reason that this play is called comedy. As an obstacle for Shylock' s fortune seeking and for his own sourcetimes goes by, people begin to re- analyze Shylock. They of income.In that social condition, many people hate the Jews, andfound when we analyze this play from Shylock’ s angle, it push out the usurer like Shylock. Like Shylock said in the play“foris a tragedy. Shylock also has other characters which was suferance is the budge of all our tribe” . What he does is just wipenot discovered before and gradually accepted.This article his face with his sleeve, and watch at Antonio’s back with the hatefulattempts to analyze Shylock in a positive way .Apparently feeling in his eyes. Why, as an ancient Chinese saying“A litleShy7ock is a true villain,but with careful analysis on the impatience, a great ship”，facing Antonio, how does Shylock to use to .social background,it ’s obvious that such viewpoint is fight against Antonio? He can do only with patience. There is no muchquite biased.Thus justice and fairness should be returned to justice in society, I think Shylock has a good character -endurance,Shylock.just for this character make him process many ducats in that time.key words:Jews;vict im;tragic character;revenge spirit2.2.2 He is an afronted Jew who suffered much in the hands of theChritians.Why does Shylock engage in lending money rather than other1 Social Backgroundoccupation?Because of the existence of anti- Semitism,Jews' room inThe Merchant of Venice was writen by Shakespeare in 1596. the occupational choice was getting smaller and smaller. From the endDuring these years,rtish social contradictions gradually sharpen of the century onwards ,the decree of the prohibition of the Europeanup.At that time,the oppressions that Jews were suffering in British ,no Jews to own land appeared,which made agriculture became the firstless than that Jews sufered in any other countries in Europe.From 1290 areas that Jewish economy wag rstriced.At that time,the Christian wasJews began to be expelled from British and until 1649 in which the prohibited from lending money ,so there is a vacuum in this respect.British Commonwealth was established,this injunction was abolished. People had no choice but to go to fill any Jews,so more and more JewsJews lived in British at that time lived a difficult life.At that time,marginalized in the commercial areas began shift lending industry.Christian was in the driver’s seat, the Jews had their own belief, so2.2.3 Shylock is a brave avenger who was trying his best to supportthey have not social status and usually were persecuted.an oppressed nation’s dignity.Even though he failed to challenge that2 An Analysis of Shylock' s Characterssociety,I admire his revenge spirit very much.As we know, Shakespeare is a master no matter past or now, he leftAs a Jew living in Venice,Shylock’s social status is very low,andmany wealth for people.Shakespeare’s Shylock image is fresh forever he has lived an afronted and damaged life for a long time under theas other classical figures. Shylock in this play is the antagonist. He is social atmosphere of racial discrimination and different religiousthe model of usurer. Most people read him as a bogeyman, a clownish beliefs.The residents of Venice and Christians even their servant callJewish stereotype. He is selfish, curtly, avaricious and niggard. Once them” Jews” and even Jewish dog.These indignities hurt his nationalhe has the chance to revenge his foe. He will try his best to make the felings badly and in turn become the deep- rootedother into deathtrap. In the court, he is clam and wisdom, even fightshatred against all Venetian and Christians.So when he has thefor several Christian ’s joint attack. But most of his speech is coarse, chance to spit out the grievances in his heart,he could not help to .and sometimes‘'mean” . All of this makes people take unkindly to asking those Christians who claim that they are mercy.him. But with the several aspects sagacious with Antonio, it makes him3 Conclusionbe a mult-personality figure.1 Hateful Shylockin 16th and 17th century.The hero- -Shylock is a gainful money lenderShylock is a representative of the cruel and greedy money and a greedy miser,but he is more a pitiful Jew and a brave avenger.lenders.In the play,Shylock doesn' t demand more than several timesIn chapterl,I mentioned the social background of the work help to .Shylock has a strong sense of revenge,which means once he catched Next,in chapter2,1 focused on analysis of Shylock’s character,whicha chance,he will insanely revenge to anyong who is adverse to him. is the main part of this paper.The Merchant of Venice is one of the mostBeing greedy and stingy, he reprimands his servant greedy and treats famous comedy in the world hut when we think of Shylock, we have to .his daughter also stringy. When he knows his daughter escaped with asay it is a tragedy. \中國煤化工uples of lover, wChristian, and takes him many ducats, Shylock shouted in the street“My certainly rememberHCNMHGralkinthesreet.daughter! Oh, my ducats!”and curses“I would my daughter were Everything has its own reason, I' peopie must say ne was selfish, cruel,dead at my foot, and the jewels in her ear! Would she were hearsed at first, they have to know its background and social condition in that-312-經(jīng)驗交流用心譜寫(xiě)愛(ài)的樂(lè )章朱玉芳(張家港市沙洲小學(xué)江蘇蘇州)班主任是學(xué)生，人生道路的引領(lǐng)者，班主任工作雖然是一項有父 母常年在外的孩子，對他們的物質(zhì)幫助不能取代精神上的十分平凡而繁瑣的工作,但卻蘊含著(zhù)重大的意義。作為班主任,關(guān)注，于是我每次都抽出時(shí)間陪陪他們，談?wù)勯_(kāi)心的事兒，談我始終認認真真為班級的每一個(gè)學(xué)生著(zhù)想， 以自己的知識和人談苦惱的事兒，做孩子情感的真誠傾聽(tīng)者,讓他們的心靈沒(méi)有格魅力去影響學(xué)生，用真誠的愛(ài)去感染學(xué)生，始終關(guān)注每個(gè)孩羈絆 和陰影。面對那老是犯錯誤的孩子，我不僅沒(méi)有一-絲的不子的成長(cháng)。在每個(gè)孩子在心靈成長(cháng)的歷程中,我把愛(ài)傳遞給他們，耐煩， 相反要更理解呵護他們。對于他們一-次又一次的錯誤，為學(xué)生鋪上一條陽(yáng)光心路，讓他們感受更多的美好，讓他們更我堅持用溫切的話(huà)語(yǔ)，慈愛(ài)的眼神，耐心地、細細地分析引導，愉悅地健康成長(cháng)。經(jīng)過(guò)多年的歷練和總結,只要做到下面的幾點(diǎn)，呵護那特別的心靈，讓他們體面下臺，這樣既不會(huì )導致學(xué)生的我認為每個(gè)人都有可能做一名輕松快樂(lè )的班主任，使學(xué)生被你逆反心理, 又容易拉近師生心靈距離。經(jīng)過(guò)我的耐心教育和引導，的快樂(lè )所感染，在班級中愉快生活。整個(gè)班級呈現出團結和諧、積極向上的良好風(fēng)氣，得到領(lǐng)導和一、愛(ài)護學(xué)生，做學(xué)生的朋友老師們的一-致肯定。教育首先是一-種保護。 班主任管理工作是師生之間每時(shí)每三、開(kāi)展活動(dòng)，增強班級的凝聚力刻的心靈與心靈的接觸與碰撞。我注重每一個(gè)瞬間， 用特別的班級的凝聚力在班級的集體訓練中形成，我們的班級集體溫情呵護這些嬌嫩的心靈?！罢l(shuí)愛(ài)孩子， 孩子就會(huì )愛(ài)他，只有意識、集體凝聚力也是在開(kāi)展集體活動(dòng)中鞏固。一個(gè)吸引學(xué)生用愛(ài)才能教育孩子?！币虼?，本學(xué)期我主動(dòng)接近孩子，體貼和的班級必須經(jīng)常開(kāi)展豐富多彩的少先隊活動(dòng)，除了參加學(xué)校的關(guān)心學(xué)生，和他們進(jìn)行親密的思想交流，和他們交朋友，讓他各種集體比賽活動(dòng)外，我覺(jué)得在班級開(kāi)展各種活動(dòng)是培養班級們真正感受到老師對他的親近和“愛(ài)”，使他們從心底里信服，榮譽(yù)感、凝聚力的好辦法。為此，我們制定了全員活動(dòng)計劃:使學(xué)生能夠積極、主動(dòng)地完成老師:布置的任務(wù)。每周由各小組輪流更換黑板報，自定主題;每月舉行-一次古詩(shī)接過(guò)這個(gè)班的班主任后，我首先從了解班風(fēng)、學(xué)風(fēng)人手,配畫(huà)或手抄報展覽;每周舉行- -次主題活動(dòng),如標本展覽，講故了解全班主要的優(yōu)缺點(diǎn)并分析其原因所在，了解家長(cháng)普遍的文事比賽，詩(shī)歌朗誦，情景劇，慶祝節日活動(dòng)等。精心設計豐富化層次，找到急待糾正的弱點(diǎn)。研究學(xué)生的個(gè)性特征，了解個(gè)多 彩的活動(dòng)，調動(dòng)學(xué)生多種感官參與學(xué)習活動(dòng)，讓學(xué)生親身經(jīng)人的生活環(huán)境，掌握哪些是積極分子，哪些是特別需要注意的歷體驗過(guò)程, 在活動(dòng)中,鍛煉了學(xué)生的能力，培養了學(xué)生的情操。學(xué)生等等。我通過(guò)每周舉行-次主題班會(huì )，經(jīng)常與學(xué)生討論完同時(shí)， 我還不失時(shí)機地結合班級實(shí)際情況，開(kāi)展“我是班級的善班級班規，從多方面逐步形成學(xué)生自我管理的習慣，培養學(xué)一 員” 、“我為大家做點(diǎn)什么”、 “我 班將為我驕傲"等系列生主動(dòng)自己解決矛盾的習慣，學(xué)會(huì )反思自己的缺點(diǎn)錯誤，增進(jìn)活動(dòng)， 強化學(xué)生的班級意識，增強了學(xué)生的集體榮譽(yù)感和班級師生、生生之間的友誼，形成和諧的班級風(fēng)貌。的凝聚力。班級中“活兒”很多，孩子們很辛苦地打掃著(zhù)這樣那樣的四、經(jīng)常溝通，協(xié)調好與課任老師和家長(cháng)的關(guān)系衛生，我看在眼里，疼在心里，但是這些工作還需要學(xué)生去做，多年的班主任工作經(jīng)驗，使我認識到只憑自己的威信和力而且要做好。為了愛(ài)護學(xué)生，我用粗布毛巾做成了黑板擦，并量是不可 能取得教育成功的，還必須力爭本班課任老師和家長(cháng)示范學(xué)生怎樣擦黑板減少飛舞的粉塵;冬日里準備了幾副手套對學(xué)生有 -致的要求和態(tài)度，并時(shí)常同他們交換意見(jiàn)，才能更供學(xué)生戴;每次打掃衛生我都與學(xué)生- -起歡笑著(zhù)勞動(dòng)。 我們每全面地 了解學(xué)生。該班級原班主任就是因為和家長(cháng)處的關(guān)系不次都是及時(shí)發(fā)現問(wèn)題并想方設法改進(jìn)各類(lèi)問(wèn)題。太好，才導致工作被動(dòng)。因此，本學(xué)期開(kāi)始，我針對學(xué)生出現二、耐心疏導，做好思想教育工作的各種情況，及時(shí)與家長(cháng)溝通，多談學(xué)生好的表現,提出希望，現在的孩子多是單丁獨苗，被父母嬌慣寵溺，心靈脆弱極增強家 長(cháng)的信心，讓家長(cháng)和學(xué)生知道，老師是多么重視他，對易受傷，個(gè)性孤僻極易叛逆。我們面對的是有個(gè)性差異的兒童，他充滿(mǎn)了很高的期望。這樣就融洽了與家長(cháng)的關(guān)系，調動(dòng)了家.他們有很多不規范的行為，我從沒(méi)冷漠和忽視過(guò)。我針對學(xué)生長(cháng)的積極性，配合學(xué)校教育好孩子。接手- -年，贏(yíng)得了所有家特點(diǎn)在班級內開(kāi)設每周- -次“心語(yǔ)課”，與學(xué)生聊天，促進(jìn)師長(cháng)的信任 與贊揚，也受到了全班同學(xué)的愛(ài)戴。與生之間、生與生之間的溝通交流，說(shuō)心里話(huà)，用知心激情的陶行知先生曾說(shuō)過(guò):“真教育是心心相印的活動(dòng)，唯獨從鑰匙開(kāi)啟學(xué)生心靈之鎖，用尊重、理解來(lái)呵護學(xué)生純潔的心靈，心里發(fā)出來(lái)的，才能打到心的深處?！敝灰覀冃闹惺钦嬲\地告訴他們用真善美面對問(wèn)題，面對人生，面對世界。為孩子，為孩子的健康成長(cháng)而付出愛(ài)心。最終,孩子定會(huì )“彈奏”總是忘不了班內幾個(gè)特殊的孩子,有失去雙親單親的孩子，出最美的樂(lè )章!time, and then, I' ll tll you Shylock is pity, clever, courageous, tough, [2] 劉炳善.英國文學(xué)簡(jiǎn)史河南人民出版社，2007frank, rich national spirit, and I have reasons to say that.[3]張伯香.英美中國煤化工1999Bibliography:[4劉意青.劉炅外MHCNMH G本[1]吳偉仁.英國文學(xué)史及選讀第一冊北京外語(yǔ)教學(xué)與研究出版[5]Shakespeare, Will. 《威尼斯社，1988商人中英對照》, 梁實(shí)秋,2001, 中國廣播電視出版社.-313-