兒童圖畫書對「自我概念」的詮釋－以《天涯一匹狼》的成長為例

Interpreting Picture Books from the Perspective of Children's Self-Concept-Using "I am a Lone Wolf" as an Example

10.29847/JNUU.201012.0005

鄭雅靜(Ya-Ching Cheng)；楊淑華(Shu-Hua Yang)

圖文分析 ； 自我概念 ； 自我接納 ； 化解衝突 ； 天涯一匹狼 ； content analysis of picture books ； self-concept ； self-acceptance ； conflict resolution ； I am a Lone Wolf

聯大學報

7卷2期（2010 / 12 / 01）

107 - 123

繁體中文

「我是誰？」是人終其一生都在追尋的課題，倘由自我與社會認知發展心理學的角度觀之，從嬰兒時期人便透過感官嘗試認知自己與世界，四五歲的幼兒已經發展出延伸自我(extended self)，此後，從兒童期開始更受到生理狀態、認知能力、教養方式、學校教育和社會文化環境的影響，他們重新形塑自我概念，這當中既會產生正面的影響，也可能產生負面的影響。此時若能與學童透過閱讀分享與討論關於自我衝突與成長，對於他們的成長將會是一種助力。循此基準而檢視，佐佐木•MaKi創作的《天涯一匹狼》應是一本相當適切的好書，這匹天涯孤狼因為外貌與個性與其他群體格格不入，被冷漠拒斥而處於孤單寂寞的情境，但是天生的勇敢與熱情並沒有使他放棄，作者採用一抹狼影為造型，採用不同的視角讓小野狼與讀者共同進出故事，達到了召喚讀者進行沉思的效果。加上循環式情節的層層堆疊和圖文的互驗、互補特性，不只讓讀者與小野狼共同成長，也從中帶出自我概念是不斷擴充與調整中形成平衡，而對週遭環境與自我衝突的覺察是化解危機的必經歷程，再加上自我省察的功夫與良善正向的特質，則能使個體的自我生命厚度增加。特別是根據文化比較研究可知，在東方文化當中，個體自我概念的認知與完成大多須在與群性和諧的互動中，若能經由本書圖文相互補充與呈現的多義空間，引導國小高年級以上的學生探討關於自我成長的議題，將有助於正向特質的形塑，尋出一個更豐富的自我。

”Who am I?” is a question all of us seek to answer throughout our lives. From the perspectives of cognitive development and cognitive psychology, human begins begin to shape cognition of the self and the world during infancy and develop the extended self at age of four or five. After entering childhood, they will be much influenced by their psychology, cognitive ability, the way they are raised, school education, and the socio-cultural environment and begin to reshape their self-concept, which is a process that entails either positive or negative effects on their future development. If children at this stage of development can be provided with opportunities to read and discuss issues about self-conflict and growth, their future development can be positively affected. From this perspective, ”I am a Lone Wolf” written by Miki Sasaki should be a very suitable reader for them. The lone wolf, characterized by a unique appearance and personality, is coldly treated and left alone by others. But born with bravery and passion, the wolf never gives up. In this picture book, the author shapes the wolf like a cloud of shadow and employs different view angles to portray the wolf and invoke readers' contemplation. Through adoption of a layer-by-layer sequential storyline and the complementarity of pictures and text, the author tries to help readers grow with the little wolf and explain that the balance state of self-concept is reached through constantly extension and adjustment. Perception of the external environment and self conflicts is an essential crisis-resolving process. Through self examination and influence of positive qualities within, readers can gradually increase the breadth of their life experiences. Findings from comparative studies of cultures suggest that in the oriental societies, an individual's self-concept is usually developed through socially harmonious interactions. Therefore, if we can exploit the complementarity of pictures and text and broad interpretation space of picture books to lead fifth and sixth-grade elementary school students to discuss issues regarding self growth, we can help them shape their positive qualities and find a more enriched self.

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