摘要
近三十年来,认知批评已发展为西方儿童文学研究的重要方法之一。其主要方式是借鉴认知科学理论,分析儿童文学作品中的思维、情感、感知等认知要素以及儿童读者的认知过程,从而挖掘作品所蕴含的文学价值、文化意义和社会功能。本文从认知研究的缘起出发,梳理了西方儿童文学认知批评的发展历程,剖析了该方法在批评实践中的范式特征,探讨了认知理论的阐释作用,进而思考认知批评为国内儿童文学研究带来的启示。
Over the past three decades,cognitive criticism has evolved into a significant approach in Western research on children's literature.Its primary methodology involves drawing from cognitive science to analyze cognitive elements such as thinking,feeling,and perception in children's literary works,as well as the cognitive processes of child readers.Through this,it aims to unearth the literary value,cultural significance,and social functions embedded in the works.Starting from the origins of cognitive research,this paper traces the historical contour of cognitive criticism of Western children's literature.It dissects the paradigmatic features of this method in practical criticism,discusses the interpretative role of cognitive theories,and reflects on the insights cognitive criticism provides for domestic research in children's literature.
作者
黄露娜
惠海峰
Huang Luna;Hui Haifeng(Department of English,Huazhong University of Science and Technology)
出处
《当代外国文学》
CSSCI
北大核心
2024年第2期137-145,共9页
Contemporary Foreign Literature
基金
国家社科后期资助项目“儿童文学改编研究”(21FWWB021)的阶段性研究成果。
关键词
儿童文学
认知批评
方法论启示
children's literature
cognitive criticism
methodology
