儿童阅读App的互动性叙事与儿童主体性建构  

Interactive Narratives in Children’s Reading Apps and Construction of Children’s Subjectivity

作　　者：彭雨 Peng Yu

机构地区：[1]兰州大学文学院

出　　处：《四川师范大学学报（社会科学版）》2024年第5期133-141,205,共10页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：国家社科基金重大项目“百年中国儿童文学文献资料的整理研究与数据库建设”(22&ZD275)的阶段性成果。

摘　　要：儿童文学存在成人作者与儿童读者的身份错位,互动性叙事召唤儿童参与,被认为是实现儿童主体表达的途径。当前儿童阅读App中的互动性叙事显示,其既可以给予儿童发声机会,也可能成为强化作者控制儿童读者的工具。互动性叙事需要联合作者儿童本位观、读者主观能动性和媒介素养,实现儿童主体性建构。主体性教育是至关重要的教育共识,是培养自为的人的教育基础,互动性叙事的有效使用能够成为主体性教育工具。There is a misalignment between the identities of adult authors and children readers in children’s literature.Interactive narratives invite children’s participation and are considered a way to practice children’s subjective expression.Current interactive narratives in children’s reading Apps show that they can both provide opportunities for children to voice their thoughts and become tools for authors to control children readers.Effective interactive narratives need to combine the author’s child centered perspective,the reader’s subjective initiative,and media literacy to achieve the construction of children’s subjectivity.Subjectivity education is a crucial educational consensus and the foundation for cultivating autonomous individuals.The effective use of interactive narratives can become a tool for subjectivity education.

关 键 词：儿童文学 儿童移动出版物 儿童阅读App 互动性叙事 儿童主体性 

分 类 号：G230.7[文化科学] TP311.56[自动化与计算机技术—计算机软件与理论]