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正如其他作家对杨争光的长篇小说《少年张冲六章》的评价一样,这是一部忧思深广、直击我们生命症结的作品。小说以“问题少年”张冲的成长轨迹为线索,从家庭教育、学校教育以及周围人对他人生成长的影响出发,使所谓的问题少年最终走进了少年管教所。阅读完这部作品,我们不得不深思中国传统人生价值观对父辈们的影响以及由此带来的对孩子教育的不当影响和干扰。对张冲来说,李勤勤老师、他的父母和教育体制在本质上的目的是一致的,都是在“爱”的名义下,努力对孩子进行强制化教育。这种病态的努力加固着我们文化中消极的因素,在我们的文化里,张冲和我们一样首先不属于他自己,他属于父母、属于家庭、属于集体,最终属于祖国和人民。
Just as other writers have commented on Yang Zhenguang’s novel “Zhang Chongchao Juvenile Chapter 6,” it is a piece of work with deep worries and attacks on the crux of our life. The novel cites the growth trajectory of Zhang Chong as a problem boy and from the influence of family education, school education and the people around him on the growth of others, so that the so-called problem juveniles finally enter the juvenile discipline and discipline camp. After reading this work, we have to ponder over the influence of traditional Chinese values on our fathers and the resulting undue influence on and interference with our children’s education. For Zhang Chongli, Li Qinqin’s teacher, his parents and the educational system are essentially identical in purpose. All try to educate their children in the name of “love”. This morbid effort reinforces the negative aspects of our culture. In our culture, Zhang Chong, like us, does not belong to himself first. He belongs to the family, belongs to the family, belongs to the collective, and ultimately belongs to the motherland and to the people.