Abstract Tagore's poem "Profession" describes from the perspective of a child the innocent and interesting psychology of a child who is constrained everywhere in his life and desires to get rid of the constraints, be free, and live as he pleases. The textbooks and teaching reference materials believe that poetry is the author's understanding and opinion of career ideals expressed through the psychology and perspective of a child, misinterpreting and elevating the theme of poetry, and the specific text analysis is also full of loopholes and cannot be justified.
Misunderstanding of keywords: Rabindranath Tagore, child psychology, career ideals, themes and ideas
Chinese classification number: I106 Document identification code: A
People's Education Press Secondary Vocational Chinese Textbook The teaching materials and teaching materials in the fourth unit of the "Basic Module" volume "The Starting Point of the Workplace" seriously misread the introduction and analysis of the Indian poet Rabindranath Tagore's prose poem "Occupation", because the children's prose poem titled "Occupation" and the author's Career aspirations have nothing to do with it. This misunderstanding not only vulgarizes and pragmatizes poetry full of literary meaning, but also has an adverse impact on teaching. What is important is that such misunderstandings can actually enter the teaching materials and teaching materials compiled by the "People's Education Press Curriculum and Textbook Research Institute" and the "Vocational Education Curriculum and Textbook Research and Development Center" and approved by the "National Secondary Vocational Education Textbook Approval Committee" The reference book is really shocking.
The text is not directly selected from Rabindranath Tagore's poetry collection, but from "The Growing Years - My Student Times Reader 1" edited by Yan Lingjun (Commercial Press 2003 edition). Translated by Zheng Zhenduo. "Teacher Yan Lingjun added a reminder in front of the poem:
"This child's ideals are not lofty at all. He just wants to be a hawker, gardener and watchman. He seems to have no ambition and is mediocre. When he grows up, Living like this seems worthless. Is this really the case? What does career mean to a person? ”
It is no problem for teacher Yan Lingjun to introduce the poem "Professor" in "Growing Up Years" and add such a reminder, and it is even a good choice. Because his purpose is obvious , he wants to use this poem to trigger people's thinking about life: What does career mean to a person? Remember, it is just a "trigger", not that the poem itself expresses such a meaning. But Teacher Yan still has a meaning. It is a small regret that something went wrong with his starting point. "This child's ideals are not lofty at all. He just wants to be a hawker, gardener and watchman." He regarded the child's innocent and interesting ideas as his "professional ideal". /p>
Teacher Yan "missed the smallest detail", but the compiler of the textbook "missed it by a thousand miles". Teacher Yan just wanted to use this poem to trigger people's thinking about the adult world, life, and career. However, the editor has completely deviated from the direction.
In the "Text Introduction", the editor stated:
"The text explains the understanding of occupations from the perspective of children: hawker, gardener. Watchmen and watchmen, these seemingly mediocre occupations, in the eyes of children, mean a simple, innocent, happy and free life. These careers can also lead to a poetic lifestyle. "
The summary of the "Text Analysis Guidance" in the teaching reference book states:
"The text is the author's use of the child's psychology to express his understanding and views on the profession. In the author's opinion, being a hawker, gardener and watchman are equally ambitious and valuable manifestations. There is no distinction between high and low professions. There are only differences between willingness and whether it brings good feelings to people. The sweet cries of vendors bring joy to life; the hard work of gardeners beautifies people's lives; the watchmen patrolling the streets all night bring peace and happiness to people. At the same time, the author also expresses his love for life and working people through the mouth of children. "
We can see from the "Introduction" and "Analysis and Guidance" that the editor believes that "Profession" is Tagore's explanation of his understanding of profession from the perspective of children, and his use of children's psychology to express his understanding of profession. They even use children to express their thoughts and feelings about life and working people. In other words, they believe that the theme of the poem is to express Tagore’s professional ideals. But let’s take a closer look, “Introduction” and “ Among these rational and lofty understandings, cognitions and opinions about careers in "Analysis and Guidance", which one is the perspective of children, which one is in line with children's psychology, and which one is children's language? Moreover, children never do value Judgment, if Tagore, who is familiar with children's psychology and the children's world, wants to express his professional ideals, but expresses it through the psychology of children who never make value judgments, wouldn't it be a waste of time and money? In addition, we can't see any expression of professional ideals in poetry? , and the relevant connotation cannot be analyzed through language. In other words, the theme of the poem is not to express the author's professional ideals at all.
We can analyze the contradictions and contrasts in the "Text Analysis Guide" itself. See more misreading content and details. Text analysis guide:
This lesson is divided into three sections. The author expresses himself through what the children see, think, and wish in three periods of the day.
Let’s look at the editor’s analysis of the first section.
The first section is what the child sees, thinks, and wishes in the morning.
< p>What you see: The vendors are selling happily in the alley. The child likes to hear the sound of selling, which shows that he likes this profession.What you want: freedom, no restraint, joy. This is a child's knowledge and understanding of the hawker profession: hawking according to his own ideas and living freely and without restraint. The parallel sentence "He didn't" vividly describes the freedom and unrestraint of the hawker.
Wish: to be a hawker. "Living on the street" and simulating the hawking of hawkers shows the child's sincere love for the hawker profession.
So far, the editor's analysis of the text has been very accurate, except for the subjective addition of "joy" and "joy". The editor's analysis believes that the reason why the child wants to be a hawker, living and hawking on the street, is because he thinks that hawkers are free and unrestrained. This analysis is very correct, consistent with the original text and the psychological characteristics of children. In other words, the editor also admits that what the children pay attention to is the freedom and unrestraint of the hawker profession, not the other meanings of this profession, and it has nothing to do with professional ideals. In other words, this analysis does not lead to a summary, but rather makes the summary conclusion lose its basis.
Although the analysis in the first section is correct, the understanding of the text is not deep enough or complete enough, and it does not reveal the underlying reasons why the children are willing to be hawkers and live on the streets. We should think further: Why do children yearn for the freedom and unrestraint of hawkers? Just look at the first line of the poem and you will understand. Ignoring the first sentence is the editor's biggest mistake. "In the morning, when the clock strikes ten, I go to school along our alley." This is not a simple time, place, person, or event in the narrative, but a key statement that reveals the theme of the poem, almost every element All are full of profound meaning. Therefore, when we analyze the first verse of the poem (this is true for every verse), we should add another item before what the child sees, thinks, and wishes. Following the editor's analysis, let's call it "doing." Then, the structure of the analysis should be like this:
What you do: "In the morning, when the clock strikes ten, I walk along our alley to school." What you see: "Every day I meet That hawker, he shouted: 'Bracelets, shiny bracelets! '" What he thought: "He has nothing to do in a hurry, there is no street he must walk on, there is no place he must go, he has nothing. You must go home at the specified time.
"Wish: I wish I was a hawker, living on the street, shouting: "Bracelets, shiny bracelets! ”