关于“童心论”与“教育工具论”的再反思  

Further Reflection on “Childishness Theory”and “Educational Tool Theory”

作　　者：钱淑英[1] 

机构地区：[1]浙江师范大学人文学院,浙江金华321004

出　　处：《浙江师范大学学报（社会科学版）》2016年第6期44-50,共7页Journal of Zhejiang Normal University(Social Sciences)

基　　金：浙江省高等学校访问学者专业发展项目"‘十七年’儿童文学研究"(FX2013015)

摘　　要："童心论"和"教育工具论"作为"十七年"儿童文学的重要理论话语,在二十世纪五六十年代和新时期遭遇的命运各有不同。理论界对此展开的批判与反思,与当时的社会意识形态密不可分。"童心论"和"教育工具论"分别指向的儿童立场问题以及儿童文学与教育的关系问题,触及儿童文学理论的一些基本内核,仍有重新探讨的空间。它们在政治立场和儿童视角之间、教育性和趣味性之间产生的缝隙里,蕴含着从传统指向未来的历史反思价值。“ Childishness Theory” and “ Educational Tool Theory”,which are theoretical discourses of children ’ s literature during “ the Seventeen Years”,experienced different fates in the 1950s and the 1960s and the New Period. Theoretical criticism and reflection on the two theories was closely connected with social ideology at that time. “ Childishness Theory ” and “ Educational Tool Theory’,,respectively pointing to the problems of children, s standpoint and the relationship between children , s literature and education, touch the basic core of children, s literary theories, which could be reexplored further. The two theories contain the value of historical reflection from the tradition to the future on the gaps between the political stance and children , sperspective, and between being educational and being interesting.

关 键 词：“童心论” “教育工具论” “十七年” 新时期 历史反思 

分 类 号：I206[文学—中国文学]