定县平教会的“词本位”教学及其思想意涵--兼谈20世纪30年代孙伏园对鲁迅思想的接受与限度

“Vocabulary-Based”Education and Its Ideological Implication in the Mass Education Movement in Ding Xian-On Sun Fuyuan’s Reception of Lu Xun’s Thought and Its Limits in the 1930s

在20世纪30年代的语言改革和民众教育浪潮中,孙伏园主张“词本位”的教学思想。一方面,孙伏园的主张呼应了黎锦熙等铲除汉语模糊性的意图,并将其建立在定县民众语文教学的现实需求之上。另一方面,他的思路也是对20世纪30年代左翼知识分子主导的大众语运动的回应。孙伏园的语言观念背后贯穿着他对鲁迅思想的体认,他认为启蒙要分先后顺序,让那些较为清醒的民众得到更多的知识,走到愚众前面。但是,在具体实践中,孙伏园设计的“新民用词”表也限制了词语意义在民众的日常使用中发生挪用和再生产的可能。

In the wave of language reform and mass education in 1930s China,Sun Fuyuan advocated the“vocabulary-based”education.On one hand,echoing the aim to eliminate the ambiguity of the Chinese language by fellow intellectuals such as Li Jinxi,Sun based his proposal on the practical need in his literary education work in Ding Xian.On the other hand,Sun’s thought responded to the vernacular movement by leftist intellectuals in the 1930s.Behind Sun’s view lies his reception of Lu Xun’s thoughts on the order of enlightenment:those who are more awaken should be prioritized so they can become pioneers for their less enlightened fellows.However,in practice,the list of“words for the new people”designed by Sun restrains the possibilities with the appropriation and reproduction of words meaning in ordinary people’s daily use.