基础教育
基礎教育
기출교육
Journal of Schooling Studies
2015年
5期
59-68
,共10页
新文化运动时期%初中国文教科书%外国翻译作品
新文化運動時期%初中國文教科書%外國翻譯作品
신문화운동시기%초중국문교과서%외국번역작품
ehe Period of the New Culture Movement%Textbooks of Secondary Chinese Subject%translation works
20世纪初,外国翻译作品正式进入现代语文教科书,并逐渐成为语文教科书选文的重要组成部分,但鲜有研究从历史视角梳理新文化运动时期中学国文教科书中外国翻译作品的发展面貌。本文以1920年—1928年间六套中学国文教科书中153篇外国翻译作品为研究对象,通过量化分析的方法展开研究,最终发现这一时期教科书中外国翻译作品选文:比重方面,从2%到14%,外国翻译文学作品初次入选;文体方面,外国翻译小说最为突出;风格方面,激昂慷慨,并且体现转型期寻求发展的内心焦虑;经典作家和国别方面,经典作家突出,外国翻译文学国别多样。此外,外国翻译作品选文的宏观面貌更多受到时代文化语境、教育思潮、课程规划的影响,而编者的时代性的理解也起着至关重要的作用。
20世紀初,外國翻譯作品正式進入現代語文教科書,併逐漸成為語文教科書選文的重要組成部分,但鮮有研究從歷史視角梳理新文化運動時期中學國文教科書中外國翻譯作品的髮展麵貌。本文以1920年—1928年間六套中學國文教科書中153篇外國翻譯作品為研究對象,通過量化分析的方法展開研究,最終髮現這一時期教科書中外國翻譯作品選文:比重方麵,從2%到14%,外國翻譯文學作品初次入選;文體方麵,外國翻譯小說最為突齣;風格方麵,激昂慷慨,併且體現轉型期尋求髮展的內心焦慮;經典作傢和國彆方麵,經典作傢突齣,外國翻譯文學國彆多樣。此外,外國翻譯作品選文的宏觀麵貌更多受到時代文化語境、教育思潮、課程規劃的影響,而編者的時代性的理解也起著至關重要的作用。
20세기초,외국번역작품정식진입현대어문교과서,병축점성위어문교과서선문적중요조성부분,단선유연구종역사시각소리신문화운동시기중학국문교과서중외국번역작품적발전면모。본문이1920년—1928년간륙투중학국문교과서중153편외국번역작품위연구대상,통과양화분석적방법전개연구,최종발현저일시기교과서중외국번역작품선문:비중방면,종2%도14%,외국번역문학작품초차입선;문체방면,외국번역소설최위돌출;풍격방면,격앙강개,병차체현전형기심구발전적내심초필;경전작가화국별방면,경전작가돌출,외국번역문학국별다양。차외,외국번역작품선문적굉관면모경다수도시대문화어경、교육사조、과정규화적영향,이편자적시대성적리해야기착지관중요적작용。
In the early 20th century, translation works have been selected in modern Chinese textbooks and gradually become an essential part. However, few scholars have done the research from historical perspective on the development of translation works in Secondary Chinese textbooks During the Period of the New Culture Movement. The thesis takes 153 pieces of translation work in 6 series of secondary Chinese textbooks during 1920 to 1928 as a subject, by conducting the quantitative researching method, it turns out that in the selections of this period, the coverage has increased from 2% to 14%; In the aspects of literary style, foreign translation novels in translation works are the most prominent; As to the style, it is more passionate and relfects the inner anxiety of the development of the transformation period; About Classic writers and country, Classic writers are more prominent, and the country of translation literature works are more Various. In addition, the general features of selected translation works were affected by cultural context, education thought and curriculum programming, however, editors’ personal understandings didn’t work obviously.