民间童话《三只小猪》百年变迁中的教育叙事

发布时间：2018-05-13 00:09

本文选题：民间童话 + 三只小猪　；参考：《全球教育展望》2015年06期

【摘要】：给儿童阅读的童话故事隐含着成人的童年想像和教育理想。民间童话的文字版本在流传过程中经历了多种改编,以独特的方式记录了童年及教化观念的变迁。英国民间童话《三只小猪》在当代各国有多个编译版,与一百多年前约瑟夫·雅各布斯的版本相比较,区别在于道德教化的加强、暴力的弱化、情节的简化、卡通图画主导的世俗化与幼稚化的突显。这些差异表明一种倾向,即儿童文学正成为儿童唯一能够阅读的文学以及只有儿童才阅读的文学,两个异质的阅读世界正在被建构起来,由此可能导致儿童阅读的"贫民窟"化。这主要是基于现代性话语框架的发展理论及社会化理论所主导的童年假设的结果,阅读实践反过来也强化了这些假设,对此我们应进行深刻反省。
[Abstract]:Fairy tales read to children imply an adult's childhood imagination and educational ideal. The text version of folk fairy tales has undergone various adaptations in the course of its spread, recording the changes of childhood and enlightenment ideas in a unique way. Compared with Joseph Jacobs's version more than a hundred years ago, the British folk fairy tale "three Pigs" has many compiled versions in various countries. The difference lies in the strengthening of moral education, the weakening of violence, and the simplification of plot. Cartoon pictures dominated by secularization and childishness. These differences indicate a tendency that children's literature is becoming the only literature that children can read and that only children can read, and that two heterogeneous reading worlds are being constructed. This may lead to the "slum" of children reading. This is mainly the result of the childhood hypothesis which is dominated by the development theory based on the modern discourse framework and the socialization theory. Reading practice, in turn, reinforces these hypotheses, which we should deeply reflect on.
【作者单位】：山东师范大学教育学院;
【基金】：国家社科基金项目“20世纪中国幼儿文学史论”(课题批准号:11CZW075)的阶段性研究成果
【分类号】：G40

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