语言的源始:小语教科书童话文本改编研究

The Origin of Language:Adaptation of Chinese Fairy Tales in Primary School Textbooks

小语教科书童话文本改编是对童话艺术魅力的二次加工,更是对童话和儿童的双重保护。童话文本改编召唤教师、学生、文本、编者的四方到场,从童话而来,倾听童话的诗音,从儿童语言的源始处呵护童趣、童心,从而实现儿童生命的诗意栖居。但从现实角度看,小语教科书童话文本改编仍遭遇诸多困境,改编文本中童话诗性语言的缺失、儿童视角的缺乏,以及童真趣味的晦暗等依旧普遍存在。召唤童话文本改编的自行道出,回归童话语言的诗性、回归童真童趣的呵护,回归童话世界的本己绽出等构成小语教科书童话文本改编的重要价值取向。在实践观照上,童话文本改编还应具备能在指引作用,通过改编语言到场方式、文本聚合方式,以及童趣绽出方式等,帮助师生探寻童话文本的归置之所,促进此在师生与童话的情感共属,从而实现儿童在童话世界的栖居,寻得精神的源始回归。

Adaptation of fairy tales in Chinese textbooks of primary schools is a reprocess of the artistic charms of the tales and a protection of children and classical tales.It calls for the presence of teachers,students,texts and compilers that will listen and appreciate the poetic voices of fairy tales in the interests of children,their language and mind to realize the poetic dwelling of children’s life.However,various problems exist in practice,such as the loss of the poetic language,the absence of children’s perspectives,the obscurity of innocence,etc.in the adapted tales.This study highlighted that adaptations of fairy tales require spontaneity,regain of poetic language,protection of innocence and authentic unfolding of fairy world to help teachers and students find the attribution,emotional co-existence,children’s wonderland and return to their spiritual origin in fairy tales by adapting the linguistic presence,textual paradigmatic relations and unfolding of children’s interests.