中西方儿童成长叙事比较与教育转化——以《草房子》《汤姆索亚历险记》为例

A Comparative Study of Chinese and Western Children’s Growth Narratives and Their Educational Transformation—Taking The Straw House and The Adventures of Tom Sawyer as Examples

摘要: 中西儿童成长小说叙事模式的差异，折射出文学传统与成长观念的不同。《草房子》采用多视角并置，在沉静抒情的笔调中，将苦难化为生命底色，成长意味着向内承担与责任担当；《汤姆·索亚历险记》则以单一儿童视角贯穿，在狂欢式的历险中，出走与归来成为自我确证的仪式，成长指向向外探索与个体自由。然而，当前语文教学多停留于情节复述，难以将叙事差异转化为有深度的教学内容。本文将从叙事语言、视角、主题三个维度切入，探索两种模式的互补整合，为跨文化阅读教学提供参照。

Abstract: The differences in narrative patterns between Chinese and Western children’s coming-of-age novels reflect distinct literary traditions and concepts of growth. The Straw House employs a multi-perspective juxtaposition and, with a calm and lyrical tone, turns suffering into the very fabric of life, where growing up signifies inner commitment and a sense of responsibility. In contrast, The Adventures of Tom Sawyer adopts a single child’s perspective throughout, and through a carnivalesque adventure, departure and return become rituals of self-affirmation, with growth oriented toward outward exploration and individual freedom. However, current Chinese language instruction often remains at the level of plot retelling, making it difficult to transform these narrative differences into meaningful teaching content. This paper explores the complementary integration of the two models from three dimensions—narrative perspective, style, and theme—aiming to provide a reference for cross-cultural reading instruction.