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创作童话中哥特元素的教诲机制研究

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针对优秀创作童话中备受争议的哥特元素何以存在、有何意义的问题,本文认为创作童话中的哥特元素具有不可替代的教诲功能,而其教诲功能的实现便是哥特元素在儿童心底播撒光明的原因.就哥特元素教诲功能的实现机制,本文借助文学伦理学批评视角,以安徒生、王尔德童话为例,探索了实现教诲的情感机制与叙事机制,认为基于哥特式情感线索的情感反应作为情感机制、哥特式"非黑即白"的叙事呈现作为叙事机制,帮助儿童在"诡异"的哥特式语境、"惊奇"的哥特式心境中,通过与人物共情与移情,熟悉、模拟善恶选择,不仅完成"人"的身份确认,也逐渐养成理性情感,形成健康的社会伦理与自我伦理,实现伦理平衡.
The Moral Educating Mechanism of Gothic Elements in Literary Fairy Tales
In response to the controversial existence of Gothic elements in literary fairy tales,this paper argues that they are endowed with irreplaceable educational significance,which allows Gothic elements to bring light to young readers'hearts.With regard to its educating mechanism,the paper explores its emotional mechanism and narrative mechanism from the perspective of literary ethical criticism and taking Wilde's and Andersen's fairy tales as examples.We believe that the emotional response based on Gothic emotional clues,and the"all black or all white"Gothic narrative help children—in the"uncanny"Gothic context and the"curious"Gothic mood sympathizing and empathizing with the characters—familiarize with the ethical choices between good and evil,and therefore not only establish their ethical identity as"human",but also gradually develop rational emotions,so as to form healthy social ethics and ethics of self,achieving ethical balance.

literary fairy talesGothicliterary ethical criticismmoral educationeducating mechanism

赵一凡、徐德荣

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中国海洋大学外国语学院,山东青岛 266000

创作童话 哥特 文学伦理学批评 道德教诲 教诲机制

2024

外国语文
四川外语学院

外国语文

CSTPCDCHSSCD北大核心
影响因子:0.611
ISSN:1674-6414
年,卷(期):2024.40(6)