秦文君作品研析,兒童文學論文【題目】秦文君作品研析【序論】【1.1】【1.21.3】【小講,第二、三、四屆中國作家協會全國兒童文學獎，宋慶齡兒童文學優秀小講獎，冰心兒童圖書獎，中國圖書獎，中華兒童文學獎，以及臺灣楊喚兒童文學獎、臺灣九歌文學獎等50多種獎勵；她的多部作品被翻譯成外文，在海外出版后獲得意大利蒙德羅國際文學獎十分獎〔1996〕、國際青少年聯盟〔IBBY〕國際安徒生獎提名獎〔2002〕等。因而，秦文君熱已成為一個極具研究價值的選題。關于秦文君的既有研究成果并不算多，而且要么未給予秦文君以足夠的重視和充分的肯定，要么過于簡淺浮泛，因而還存在很多薄弱環節和研究空白點，這就給本選題留下了研究空間和學術增長點。本論文主要采用文本細讀法和比擬研究法對秦文君作品進行整體研究，嘗試從敘事核心、人物形象、構造藝術、語言特色等四個方面對其作品進行研析。本論文序論主要梳理秦文君小講研究現在狀況及本論文的選題價值和研究意圖。論文主體第一部分，意在廓清秦文君作品的重要題旨，即同學友誼、親子之情、師生趣事等，秦文君通過初中學生的學習和生活中展現了現代中國少年兒童的精神風貌，這些題旨對于中學生、家長和教師都具有教育和啟示意義。第二部分集中闡述秦文君筆下的經典人物，即陽光女孩林曉梅、善良可愛的男孩魯智勝、雙胞胎兄妹賈里和賈梅，對他們多側面的性格特點進行分析，進而以點帶面地展現秦文君在人物形象塑造方面的過人之處。第三部分重點分析秦文君小講的主要構造形式：復調敘事、復眼視角和糖葫蘆構造。這使得秦文君的小講不僅貼近少年兒童的生活，更能引起低齡讀者的共鳴，同時也能以成人的理性對兒童心理加以引導，進而起到教育作用。第四部分，分析秦文君作品的語言藝術風格。秦文君具有獨特的文體和語體意識，她十分擅長使用書面成語，擅于綜合運用比喻、夸大、大詞小用、莊詞諧用、諧音、仿擬等修辭手法，進而使自個的語言產生了心靈化和陌生化效果，也使她的作品更合適中學生的閱讀習慣。結束語總括全文，一方面指出了秦文君小講大獲成功的主要原因是其擅長編織精彩動人的故事，塑造立體飽滿的人物形象，具有獨特的敘事藝術和語言藝術，這使其小講藝術突入了中國兒童文學的最前沿，把教育性與娛樂性完美結合起來；另一方面也好心地指出：秦文君作品存在著缺乏想象力、敘事形式化等缺點，與世界第一流的兒童文學創作相比，還存在著宏大的差距。秦文君是中國現代兒童文學創作領域的一個典型，她的成功經歷體驗告訴人們：中國現代作家只要努力從中國傳統文學、當代文學和世界文學經典中汲取有益營養，積極進行文體和語體創新，改變兒童文學即規訓文學的舊觀念，才能塑造出具有時代精神的兒童形象，才能知足中國廣大少兒讀者的精神需求。而秦文君與世界最優秀的兒童文學作家之間的差距，也正是中國兒童文學與世界兒童文學之間的差距的一個縮影，中國少兒文學若想從兒童文學大國走向兒童文學強國還需要付出更大的努力。本文關鍵詞語：秦文君；少年小講；敘事核心；人物形象；構造藝術AbstractQinWenjunisafruitfulwriterofchildrensliterature,shecreatesseriesofimagesofteenagerslivinginneweraofChina,theseimagesbecomethemodeltypeinthegalleryofChinesechildrenliterature.QinWenjunscompositionsareprevalentamongreaders,andhavereceivedmanyhonorsbothnationallyandinternationally,whichincludethefiveoneprojectaboutthespiritualcivilizationpatronizedbythePropagandaDepartmentoftheCentralCommittee,theoutstandingnovelsduringthe50yearssince1949,thesecond、thirdandthefourthtermofthenationalchildrenliteraturemedalsofChineseWritersAssociation,theSongQinglingchildrenliteratureawardforthebestnovel,BingXinchildrenbookaward,ChinaBookPrize,TheChinesechildrenliteraturemedal,YanghuanchildrenliteraturemedalinTaiwanandjiugeliteraturemedalinTaiwanandmanyothermedalswhichamounttomorethan50honors.Manyofhercompositionsaretranslatedtoforeignlanguagesandpublishedabroad.Shereceivedmanyhonorsabroad,includespecialmedalsofItalianmondluointernationalliterature,theHansChristianAndersenawardnominationpatronizedbyIBBY.Thus,theprevalenceofQinWenjunscompositionhasalreadybecomeofstudytopicwithgreatvalue.TheexistingstudyachievementsofQinWenjunscompositionsarenotinlargeamounts,theyeithernotrealizetheimportanceofQinWenjunscompositionortoosimpleandsuperficial,thusthereareweakpointsandblindspotsamongthem,allofthesesituationsleavethestudyspaceandtheacademicimprovementsformytopicchoice.ThisdissertationsauthoradoptthemethodsofmeticulousreadingofthetextandcomparingQinscompositionswithotherwritersworkstostudyQinscompositionaswhole,andtrytoanalyzehercompositionsinaboutfourrespects:centralnarratives、images、theartofstructures、thelanguagecharacters.Inthefirstsectionoftheessaysbody,Isummarizethecompositionstopics:friendshipsandcommunicationsbetweentwosexes,gettingalongwithparents,theinterestingthingsamongteachersandstudents,andatlastIpointouttheauthoradopttheperspectiveoftheteenagers.Theauthorwritesdownmanystoriesoftheteensandchildrenwithvirtuosity,suchliketheconflictsamongpeers,theteenagersquarrelswithparents,thelittlemisunderstandingsbetweenteachersandstudents.Allthesestorieshavebrightendings,theteenagersholdingonfriendshipsandhopesforlove,theirunderstandingforparentsloveandadorationoftheirteachersuniqueteachingtactallattunetheirrelationshipslikebreezeinspring,andmakethewholecompositionpresentedoptimisticatmosphere.Theteenagersperspectiveisthemustchoiceoftheauthorbecausesheisholdingontheteenagerscentralization.Inhercomposition,QingWenjunadoptweavedperspectives.Foroneaspect,observingtheworldfromteenagersperspective,foranotheraspect,sheadopttheadultsperspectivetosublimethepurport,thetwoperspectivesareentwinedwitheachother.Becauseofthechoiceoftheteenagersperspective,thecontentofhercompositiongetclosertotheteenagers,andarousetheteensempathy.Inthesecondsection,Ichoosetwotypicalimage-thechicgirlLinXiaomeiandthelovelykindboyLuZhisheng,analyzetheirmulti-facedpersonalities.Inthethirdsection,IanalyzethestructuremodeofQinWenjunscomposition:multi-tunesandthetreaclemaytreeonstick.Theauthorgetsanexcellentexpressioneffectthroughtheentwiningoftheteenagersperspectiveandtheadultsperspective.Foroneaspect,theadoptionoftheteenagersperspectivemakesthecompositionmoremoved,fortheotheraspect,theadoptionoftheadultsperspectivecompensatethesimplicityoftheteenagerslifeexperience,sublimetherationalpurportofthecomposition,diversifythecompositionscontentandstrengthenthesignificance.IntheforthsectionIanalyzethetraitsofQinWenjunslanguagecharacteristics.Sheadoptmanyrhetoricalmethods,suchasusethegrandwordsindailylife,usegravewordsinamusingway,homophonic,simulationandsoon,sheusethelanguageinunusualwayandgeneratestrangeeffects.Intheend,IrevealthatwhyQinWenjunhasabigsuccessofhercompositionsissheadoptsthetheoryofthezoneoftheproximaldevelopmentandcombinetheeducationandamusementofhercompositionstogetherperfectly.Atlast,IputforwardthatthelittledefectofQinWenjunswritingislackoftheimagination.QinWenjunisaspecifictypeofChinesecontemporarychildrensliteratureswriters,hersuccessfulexperiencetellpeoplealesson:itsonlybyabsorbingnutritionfromancientandmodernChineseliteratureandforeignliterature,takeanactivepartininnovationsinarticleformandlanguagestylecouldthecontemporarywriterschangetheoldprejudiceofcompulsiveandstiffinculcatingandcreatethechildrenimageswhichsymbolizetheeraspiritstosatisfytheChineseteenagersmentalhungry.Qinsinferioraspectst