當幻想文學遇上語文教育：一場自我敘說之探究

When Fantasy Literature Encounters Language and Literary Education: A Self-Narrative Study

10.6738/bdclc.202406_(12).0007

葛容均(Ko, Jung-Chun Roslyn)

科幻與科普 ； 奇幻 ； 教學教材 ； 人文教育與關懷 ； 讀者反應與情感 ； science fiction and popular science ； fantasy ； teaching materials ； fundamental concerns of the Humanities ； reader response and feelings

竹蜻蜓．兒少文學與文化

12期（2024 / 06 / 01）

187 - 229

繁體中文;英文

本文發想一部分緣自於2023年暑期筆者受《國語日報》〈語文教育版〉編輯邀稿，盼撰文推薦「好的奇幻」以及能提供第一線語文教育教師之教學法。另一部分則因應臺東大學兒童文學研究所於2023年所舉辦、大會主題為「｛實踐∞學術｝學術與實踐的多元對話」。是以，本文研討動機為上述二者結合並加以延伸的結果。本文目的一則希冀藉由更加完整的討論，提供相關當語文教育欲接納幻想文學作為閱讀推廣助力之拙見與建議，二則自省多年來教授幻想文學課程所累積經驗，望作為研究者甚至出版社之參考。本文採用質性研究中自我敘說探究方式，並由四小節組成：第一節為序論，說明本次撰文緣起及延伸思考，包括提出知識是否有座層級化的金字塔；第二節側重指出幻想文學實乃涵蓋奇幻與科幻兩大類，並先討論筆者於科幻部分的教學經驗與建議，包括省思過後的教材推薦；第三節言論相較於科幻，奇幻閱讀是否相對簡單，並於本節中提取若干曾經擇選之共讀作品及其讀者反應輔助本節探問；第四節藉由一場論壇，特別是其中受邀兒童讀者之發言，結語關於幻想文學和語文教育之干係，以及推廣重視真實兒童讀者的出席與在場。研討總結為：國人之科幻閱讀仍待努力，相較於科幻，許多奇幻並沒有想像中的簡單。更為重要的是鼓勵語文教育工作者與學術研究人員持續擴大視界，同時更加致力於拉近研究與教學實踐間的距離，希冀不論語文教育抑或學界皆莫自我設限與窄化，並以此文共勉之。

On the one hand, this paper origins from my article writing experiences for the division of Language and Literary Education of the Mandarin Daily News. I was then generously invited to write about "good" fantasy works that can be introduced to child readers, in tandem with my "pedagogy." On the other hand, this paper is inspired by the 2023 conference theme of the Graduate Institute of Children's Literature and Culture of National Taitung University; the conference was thematized under the name of "Creative Interdisciplinarity in Children's Literature Research." With these precious opportunities combined, I then birth this paper with attempts to further elaborate the articles written for the Mandrin Daily News and to respond to the above-said 2023 conference theme. I try to use this paper as a self-narrative study, narrating my teaching experiences hand in hand with self-examinations. This paper also reflects on issues important to me as an researcher and teacher. Hopefully, these self-examined experiences and issues as discussed within the scope of this paper may benefit those who devote their time and energies to children's language and literary education and could offer some humble suggestions to present researchers and future scholars. This paper is structured into four sections. The first section introduces the driving forces and inquiries that give rise to this paper, including the question of hierarchized knowledge and pedagogies. The second section attempts to expand the general knowledge of "fantasy literature," with an emphasis on the part of science fiction and this generic teaching and reading. The third section addresses the part of public-assumed "fantasy," again, relying on my own teaching experiences and self-reflections as examples. The fourth section serves as the conclusion of this paper and uses a children's literature forum I took part in to emphasize the importance of real children's reading experiences with regard to the academic and research field of children's literature and to our shared concerns for real child readers. Their presence, attendance and voices deserve more official opportunities to be seen and heard.