1、兒童文學介紹：兒童文學(literature for children)，是專為少年兒童創作的文學作品。兒童文學特別要求通俗易懂，生動 活潑。不同年齡階段的讀者對象，兒童文學又分為嬰兒文學、幼年文學、童年文學少年文學，體裁有兒歌 兒童詩、童話、寓言、兒童故事、兒童小說、兒童散文、兒童曲藝、兒童戲劇、兒童影視和兒童科學文藝 等。偏于文學，適合9至99歲閱讀，老少均可品味。兒童文學的范疇兒童文學通常由成人所編著，深層動機可以說是重造童年或教育兒童，許多兒童文學也 會改編自成人文學作品作。由兒童自行創作也雖可廣泛包含在內，但因兒童創作常流于鴨涂 或不合藝術，仍須由成人鑒定是否為具文學價值。西方在近代

2、有羅賓漢、圓桌武士等向兒童灌輸正確價值觀的故事讀物，但這兩本 故事書，都是從成年人的文學作品里面濃縮出來。第一本真正針對兒童創作的兒童文學作品， 是 1744 年，由 John Newbery 出版的“A Little Pretty Pocket-Book”現時出版界普遍根據年齡劃分兒童文學的類別，這個分類亦與皮亞杰有關兒童成長發展 的理論相吻合。這幾個類別分別如下：0-5歲的學前兒童5-8歲的初年級小學讀者8-11歲的高年級小學讀者11-13歲的初中讀者(英語稱之為“Pre-teen”)13-15歲的青春期讀者兒童文學要求教育性兒童文學與成人文學有很大的不同，即它對教育性特別強調。兒童的可塑

3、性很大，古人 曾用素絲來作譬喻。由于兒童的年齡特征，使其易受周圍環境的影響，所以兒童文學特別注 意教育性。形象性抽象的說教是兒童不容易也不樂意接受的。對兒童進行教育要借助各種各樣的生動形象; 兒童年齡越小，越依賴于形象化的手段。兒童小說要求和戲劇一樣富于動作性，更多的以動 作來表現人物的性格和心理活動。兒童詩需要更多的“比”、“興”，以加強形象性。兒童文學 作品的語言要有聲有色，娓娓動聽。兒童文學應調動一切藝術手段，創造出千姿百態的藝術 形象來。趣味性兒童知識、生活經驗不豐富，理解力薄弱，對那些復雜的整理不易理解，對成人的生活 經驗和某些思想感情也難以體會。他們對于自己沒有興趣的內容就不喜歡看

4、，甚至不看。優 秀的兒童文學作品，就是在輕松愉快地說笑中，在有趣的故事情節中，潛移默化地給孩子們 講述一個深刻的道理或做一些有益的啟示。故事性兒童文學的故事情節，要求結構單純，情節緊湊、生動。強調故事性，并不是單純追求 情節離奇，不從生活出發，不寫人，只寫事。兒童文學主要是寫人，刻畫人物的性格、心理、 思想。它的主人公不一定都是人，也可以使其他動物、植物，甚至無生物。這些在作品中都 是人格化了的。不論寫人還是寫其他東西，他們的思想、性格都要著重借助故事情節表現出 來，不宜多用靜止的冗長的環境描寫和心理描寫。知識性兒童文學作品中應巧妙地穿插一些知識性的東西，以增加作品的藝術魅力，滿足少年兒 童的

5、好奇心和求知欲。兒童文學理論概念定位兒童文學包括：童話故事、寓言故事、神話故事、成語故事、謎語大全、民間故事、兒 童故事、格林故事、幽默故事、兒童詩歌、兒童笑話。司徒秀薇在怎樣指導初小學生的閱讀一書里指出：兒童的行為均以“追尋快樂，減 少痛苦”為原則。如果在他的經驗中，覺得看書或聽故事是一件享受的事，他會將它們與積 極的感受連成一片。因此，兒童文學的最基本原則，在于可以導引兒童享受閱讀的過程，否 則，一本書的內容不管怎樣好，如果不能引起兒童的閱讀興趣，也是失敗之作。簡單而言，好的兒童文學該符合以下概念：有大量高潮吸引兒童閱讀，避免過長的描述人物角色鮮明，并有突出的故事骨干有教育意義可讀性特征可

6、讀性，狹義的界定，是指容易被了解的程度。根據辛普森(E.Simpson World Book Encyclopedia可讀性公式”一節中，歸納了六個影響可讀性的重要因素：句子的平均字數。常用字的多寡。字匯的平均音節數。長而復雜的句子數。抽象觀念的多寡。人稱代名詞的使用。以針對兒童的興趣與教育并重為特征，由于某些兒童文學具啟發性與教育性，成人也適 合閱讀。許多成人作品引用了童話故事而改編(如一千零一夜原著、令人戰栗的格林童話 系列)，在購書時要先弄清楚，欲購買的的書籍是從什么語言、依據什么版本翻譯，并仔細 審閱其序、內容。與成人文學的關系最初童話故事的聽眾除兒童之外也包括成人，因為許多兒童尚未識

7、字，須由成人口述講 授，許多證據顯示許多之后童話故事集里的故事都是根據成人的民間故事重新編寫而成的。 這些故事合集通常根據更古老的民間故事而來，像是一千零一夜、吸血鬼的故事(Vikram and the Vampire)及彼勒與大龍(Bel and the Dragon)。許多兒童文學中的童話典故被成人文學大量引用，在杰弗瑞喬叟的坎特伯里故事集、 斯賓塞的仙后以及莎士比亞的舞臺劇之中。李爾王的故事中被認為引用了大量的童 話典故。在十六及十七世紀期間，意大利的Giovanni Francesco Straparola在愉快的夜晚 (The Facetious Nights of Straparo

8、la)一書中重新詮釋了西方文學中的故事，書中的故事包含 了大量的童話故事，而巴吉雷(Giambattista Basile)的那不勒斯人故事(Naples)則全 部都是童話。卡洛戈齊在他的意大利歌劇場景中用了許多童話故事的典故，例如他的歌劇 其中有一幕取自于意大利童話的橘之戀(The Love For Three Oranges)。與此同時，中國 的蒲松齡在1766年他所出版的聊齋志異中也收集了許多童話故事。而童話故事本身在 十七世紀末葉的法國上等階層中開始逐漸風行，寓言詩人拉封丹和另一位知名作家查爾 斯佩羅(睡美人及灰姑娘的作者)兩人所編纂的童話故事是其中受歡迎的代表。雖然特拉 帕羅拉(著有

9、穿靴子的貓(Puss in Boots)、查爾斯佩羅和巴吉雷的童話集中包含了許 多童話故事最早的型式，但這些編者也重新詮釋這些故事以符合文學的效果。與教育的關系兒童文學的教育價值有語言教育、人格教育、合群合作、同理心、見賢思齊.等。大體 上，兒童讀物出版與類別的多寡，以及讀物品質的高低，可粗略反應出該國家的經濟發展情 形，以及文化、技術的進步程度；同時，也是該國文化素質與國民教育的參考指標。Childrens literature is for readers and listeners up to about age twelve and is often illustrated. The

10、term is used in senses which sometimes exclude young-adult fiction, comic books, or other genres. Books specifically for children existed by the 17th century. Scholarship on childrens literature includes professional organizations, dedicated publications and university courses.Scholarship in childre

11、ns literature written in or translated into English is primarily conducted in three different disciplinary fields:literary studies (English departments, language departments),library and information science, andeducationThere has historically been little overlap between the topics studied or the met

12、hodologies used to conduct research in each of these fields, but recently more attention has been paid to how scholars from across disciplines might collaborate, as well as how each field of study contributes unique information and theories to scholarship related to childrens literature.Research fro

13、m a Literary Perspective: Typically, childrens literature scholars from literature departments in universities (English, German, Spanish, etc. departments) conduct literary analyses of books. These studies are considered literary criticism analyses and may focus on an author, a thematic (e.g.,) or t

14、opical (e.g., ) concern, a genre, a period, or a literary device (e.g., ). The results of this type research are typically published as books or articles in scholarly journals. The highly regarded research journals that publish literary studies in childrens literature include Childrens Literature As

15、sociation Quarterly, Childrens Literature in EducatioiChildrens Literature The Lion and the Unicorn and International Research in Childrens Literature Research from a Library & Information Science Perspective: The field of Library and Information Science has a long history of conducting research rel

16、ated to childrens literature.Research from an Education Perspective : Most educational researchers studying childrens literature explore issues related to the use of childrens literature in classroom settings. Some educational researchers, however, study home settings, children,s out-of-school readi

17、ng or parents use of childrens books, for example.Literature is a powerful vehicle for helping children understand their homes, communities and the world. Even before young children can read, family members, childcare providers and teachers read them stories about people in far away places, sometime

18、s from the distant past and sometimes about people whose lives are similar to their own. The impressions and messages contained in these stories can last a lifetime.Books, at their best, invite children to use their imaginations, expand their vocabularies and gain a better understanding of themselve

19、s and others. If the books reflect the diverse groups of people in the world around them , children can learn to develop respect for self and others. Literature should be both a mirror in which children can see themselves reflected, and also a window through which children can explore the world arou

20、nd them; books can illustrate the concept that people from diverse groups can play and work together, solve problems, and overcome obstacles. At its best, multicultural childrens literature helps children understand that despite our many differences, all people have feelings and aspirations. Those f

21、eelings can include love, sadness and fear and the desire for fairness and justice. Selecting good multicultural books involves an anti-bias approach, an active commitment to challenging prejudice, stereotyping, and all forms of discrimination; good multicultural childrens books challenge stereotype

22、s, provide a realistic glimpse into the lives of diverse groups of people, help children learn to recognize unfairness, and provide models for challenging inequity.Unfortunately, not all childrens literature conveys the messages that we want young people to learn. Books often contain the same stereo

23、types and biases of other media, and because children are interested in a storys plot and characters, it is unlikely that they will know or consider whether a book includes racist, sexist or other stereotypical messages. If young children are repeatedly exposed to biased representations through word

24、s and pictures, there is a danger that such distortions will become a part of their thinking, especially if reinforced by societal biases. It is, therefore, the responsibility of adults to select literature that is entertaining, age appropriate, and that provides children with accurate representatio

25、ns of all people. For example, instead of choosing Cinderella, which perpetuates the stereotype of the lead female character as passive, dependent and naive, adults could instead chose Robert Munschs The Paper Bag Princess in which the lead female character is portrayed as brave and independent. Add

26、itionally, because there are such a relatively small number of childrens books about people of color, people who are gay and lesbian or people with physical and mental disabilities, it is extremely important that adults make every effort to ensure that high-quality childrens literature by and about these groups is made available to children.Anderson, Nancy (2006). Elementary Childrens Literature. Boston:Pearson Education.Chapleau, Sebastien (2004).New Voices in Childrens Literature Criticism. Lichfield: Pied Piper Publishing.Huck, Charlotte (2001). Childrens