英国诺丁汉代写作业:宣传阅读

2018-07-01 00:45

接受图画书的前提，宣传阅读是一种乐趣，但也指责这种特殊的途径否认了书籍和语言的潜力，暗示文字只有一个含义。然而，这似乎有点戏剧性。针对0-5岁儿童学习阅读的图画书通常只有一个意思，比通常针对成年人的更多。例如，在《大果酱三明治》中，搔首弄姿的小镇被描述为“不是一个很像芥末的小镇”。因为他们刚刚摆脱了成千上万的黄蜂，孩子们会把这一段说成是小镇不喜欢被黄蜂占领;他们不是pro-wasps。五岁以下的孩子不太可能熟悉“任性、恶意”的waspish定义，但成年人可能会从“play”这个词中获得一些乐趣。亨特(1991年，第175页)接受并钦佩这种语言的简洁性，但感觉“大部分的复杂性是由视觉元素表达的”。他认为，像隐喻这样的文学技巧可以通过图片来更有效地表达出来，尽管像普罗瑟罗一样，他也承认，这样做会“把文字固定在一种限制性的、世俗的解释中”，让孩子没有空间把自己的意思传达给文字;没有回旋的余地。
英国诺丁汉代写作业:宣传阅读
 accepts the premise of the picture book to advertise reading a pleasurable but also accuses this particular avenue of denying the potential of books and language by suggesting that words only have one meaning. This, however, seems a little dramatic. Picture books aimed at 0-5 year olds learning to read do often only have one meaning, any more than that is usually directed at the adult. For example, in The Giant Jam Sandwich the town of Itching Down is described as “not a very waspish town”. As they have just rid themselves of thousands of wasps, the child will take that section to mean that the town did not appreciate being overrun by wasps; they were not pro-wasps. It is unlikely that a child under five would be familiar with the “petulantly spiteful” definition of waspish but the adult might derive some pleasure from the word play. Hunt (1991, p.175) accepts and admires the simplicity of the language but feels that “much of the complexity is expressed by the visual elements”. He suggests that literary techniques such as metaphor can be much more effectively demonstrated through the use of pictures although, like Protheroe, he does acknowledge the subsequent risk that it “fix[es] words into a restrictive, mundane interpretation” leaving the child no room to impart their own meaning onto words; there is no room for manoeuvre.

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