本文読みの分析と統合―横光利一『春は馬車に乗って』を読む―

Abstract

本論文以專攻日文的日文系四年級學生為對象，以橫光利一《春天乘馬車來》為作品閱讀指導實例，將實踐於指導過程的「文本」閱讀之分析與統合做整理。再度檢討日本語教育中日本文學之學習效用，將學習模式定位於「導入」、「架構閱讀」、「形象閱讀」、「統合閱讀」等四個框架。對於文學作品的「閱讀」與文化學習，以及「文學」與語言學習之間的相關性與定位，如能提示若干新意的話則為甚幸。 1.導入的階段—檢視文學作品的創作過程 要求掌握「主題」、「觀察與經驗」、「累積與分析」等要素。 2. 累積與分析的階段—本文的架構與形象 A. 架構閱讀（主題、事件、大綱、架構）的階段—大綱的各個瞬間與功能 B. 形象閱讀（人物、心情變化、關鍵詞、事件的解決、救贖之與否、文體表現）的階段—語彙與表現 3.統合閱讀的階段—對主題統合與批判性的閱讀 誘導其由個個句子脈絡存在的「分析要素」，藉感性讀出其中的人性存在本質。 經由以上的統合方法，由個別的主觀體驗，有效性的釐清關鍵詞語彙意涵，對普世性價值的自我與他者二者的融合合一，有更實際的領會。一方面對人的存在意義不斷產生疑問意識，文學教育也因而提供了一個典範模式。相信這樣的新「疑問」不會集中於僅僅一次的閱讀體驗，日後其異文化體驗的樂趣漩渦也終將不斷的擴大下去。 This essay is focusing on a 4th grade student of the Japanese Department as the object and using the instructed example of the work <Spring Arrives with the Carriage> by YOKOMITSURIICHI. To combine and manage the analysis and consolidation of the instructed process and put it into practice, reviewing once again the studied result of Japanese literature in Japanese education. This study is set up into 4 different patterns, such as <derived in>, <structure reading>, <graphic reading> and <comprehensive reading>. It would be a blessing if we can discover any new ideas from the relationship and position of <reading> the work of literature combined with the cultural study and language study of <literature>. 1. Stage of derived in – Examine the creative process of the work of literature. Required are holding and controlling the elements of <Subject>, <Observation and Experience> also <Accumulation and Analysis> 2. Stage of accumulation and analysis – The structure and image of the article. A. The stage of Structured Reading (Subject, Object, Agenda, Structure) – The immediate development and its function B. The stage of Image Reading (People, Emotional Changes, Key Words, Problem Solutions, Help or Not, Article Performance) –Vocabulary and Performance. 3. Stage of consolidated reading – A reading of the subject consolidated and criticized Induce the <analysis elements> that exist in every pulse of the sentence, read out the existing human qualities through sensitivity. Through the consolidated methods above, clarify the meaning of every key word efficiently by individual subjective experience, understand more partially the combination of self and others common values. On the other hand the element is to question the conscience regarding the meaning of life. Education within Literature has therefore provided a paragon pattern. We believe this kind of conscience questioning will not just focus on one times reading experience, after experiencing the pleasure of culture differences you will then increase the range of the question s to your conscience.