《小紅》的異想世界：探索孩子內心構築的文本畫面

• Main Authors: Chen hui ru, 陳惠如
• Other Authors: 杜明城
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/76761148586858858389

碩士 === 國立臺東大學 === 兒童文學研究所 === 93 === In order to comprehend children’s interpretation of children’s literature, the author adopts the literature “Shaou-Hong” (little red), awork of Ching-Fong Song, combined with the method of group discussions in first grade classrooms, and records a total of seven detailed conversations and discussions in this book. In establishing a clear pathway for the book, the author reminisces his personal life experiences and educational principles before he begins the analysis of the group discussions in chapter three. Furthermore, the chapter is divided into three sections: 1. The children’s interpretation of “Shaou -Hong”, 2. the children’s fixed behaviors during reading, 3. The analysis of children’s discussion. In chapter four, the author writes about the focus of children’s indentations of “Shaou-Hong.” And these focuses are then divided into three different categories: 1. Fear of separation, and dependant behaviors 2. Barbie doll’s three steps 3.Self-consciousness. In chapter five is “the metaphor behind the story ”, as four parts of 1. Objective Understanding and Self-reflection 2.Misunderstanding and Clarifying 3. Connection of Old Experiences 4. An Absurd Theory of First Impressions In chapter six, “the discussion of children’s discussion”, the author writes about the different events that happened during the process of group discussions. For example, 1. Conflicts 2. Children’s expression of similar answers 3. The frequency of children answering questions during group discussions. By adopting the method of multiple dialogue, the literature “Shaou-Hong”, records of group discussions, and the references to other literatures, the author was able to discover new ideas and make his analysis in greater depth. In the book, the author is trying to discover and analyze the children’s train of thoughts while reading the children’s literature. Eventually, the author discovered that during the process of reading, children’s main concerns are not the writing style, point of view or the meaning of the literature. Instead, children focus more on how they can relate the stories to their surroundings and themselves. With this discovery, the author realizes that he too is able to learn something from those children and therefore contemplate his personal growth, contribution, flaws and merits.