童话的本质及其教育功能  

The Essence and Educational Function of Fairy Tales

作　　者：卢英[1] 陶志琼[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2015年第2期75-78,共4页Journal of Ningbo University(Educational Science Edition)

摘　　要：随着时代的发展,对传统童话质疑者认为:童话中的幻想违背客观事实的真实性、塑造的一些儿童形象折射出被压抑的儿童观、其中包含的狭隘的道德观与伪善的道德教育,背离了教育的真善美。与之相反一些学者辩护称:童话中的幻想具有超越性,具有荒诞美,满足儿童的情感需要、其儿童观是某一时代社会文化的反映、道德主题鲜明、极端化契合儿童直观的思维特点。事情上,儿童在童话阅读中的幻想具有审美意义,应从社会学视角来评价童话中的儿童观,童话道德教育以显性、正向功能为主,但存在隐性、负向功能。Divergent voices have been expressed concerning the traditional fairy tales with today＇s social and economic development. Opponents argue that fantasies of children＇s tales and figures reflect the repressive view of children, narrow-minded views of morality and false ethical education in contrast with objective reality, truth, benevolence and aesthetics. Proponents believe that the fantasies are characteristic of children＇s transcendence, fantastic charm, social and cultural traits of times, striking moral themes and radicalization in consistence with children＇s emotional need and intuitive thinking. This article suggests that the illusions for children＇s readings are of aesthetic value, sociological view of children and explicit and positive moral education, despite the implicit and negative demerits.

关 键 词：童话 本质 教育功能 

分 类 号：G613.3[文化科学—学前教育学]