- 期刊
「狙公賦芧」的寓言隱喻與教學建議－以心理空間融合理論為基礎
The Metaphor and Teaching Suggestions of ＂jū gong fù xù＂ - Based on the theory of Mental space
摘要
文言文是古代漢語教學的重要內容。閱讀古代典籍，有助於培養學生閱讀中國古代文獻的能力。在眾多古代文獻中，先秦諸子的寓言更是古漢語教材的首選。然而，當我們在理解與教授這些語篇內容時，往往會因著對於語篇背後的隱喻系統和文化背景的不了解，導致學習者產生錯誤的解讀，甚至進而讓學習者望文生畏。因此，如何從認知的角度，進行有效的文言文教學與正確的篇章理解，即是古漢語教學中相當重要的研究課題。本文以Fauconnier & Turner（2002）的心理空間理論為基礎，從隱喻的角度分析《莊子》與《列子》中有關「狙公賦芧」寓言的寓意轉移。筆者認為，在這兩個相近的寓言故事中，彼此實擁有不同的類比空間與輸入空間。本研究採用文本分析法，進行《莊子》與《列子》中有關腋狙公賦芧夜的比較與分析，期能幫助學習者更深入地理解文本，理解深層的寓義。首先，從類比空間來看，《莊子》採用人類身體經驗的「部分－整體」意象圖式與情緒反應，而《列子》則是站在《莊子》的原型故事上，將類屬空間轉換為人類社會經驗才有的「酬庸關係」。另一方面輸入空間的部分，《莊子》按其語境融合了四個輸入空間，進而整合「萬物通道為一」與「唯達者知通為一」兩個框架，並創造出「聖人和之以是非而休乎天鈞」的結論；但《列子》則較為單純，它僅融合「狙公與眾狙之關係」與「上位者與下位者之關係」的兩個輸入空間，並整合出「聖人以智籠群愚，亦猶狙公之以智籠眾狙」的結論。正由於類屬空間與輸入空間的抽換，導致《列子》與《莊子》的原型故事之間有了不同的視角與焦點，而這些不同的視角與焦點使得《列子》與《莊子》的故事無論在敘事的方式、語篇的銜接、動詞的運用，甚至寓言寓意的指向，皆產生許多不同的差異。透過心理空間融合理論，除了可以讓我們清楚的看見一個寓言或典故如何被後人加以改造，從而產生新寓意的過程。同時也讓我們看見，人類心理空間的運作是如何與我們的視角、焦點、敘事，彼此相輔相成，共同建構我們語意傳達的機制。最後，我們可以透過心理空間理論，幫助我們在語篇分析的過程中，更加清楚的看見與傳達作者在篇章中所欲指涉的真正目標，以及作者說話的所欲傳達的真正寓意，期望這篇文章能提供古代漢語教學上有意義的參考。
並列摘要
Classical Chinese is an important part of ancient Chinese teaching. Reading ancient books, can help students reading of ancient Chinese literature. Among the many ancient literature, pre-qin philosophers of ancient Chinese fable is the first choice of teaching materials. But, when we understand and teach these text content, often because of the language behind the metaphorical system and cultural background do not understand, resulting in the learners have a wrong interpretation, and even let the learners afraid. Therefore, how to carry on the effective classical Chinese teaching from the cognitive angle and the correct understanding of the chapter, that is, the ancient Chinese teaching is very important research topic. In this paper, take Fauconnier & Turner (2002) theory of mental space theory as a foundation, from the perspective of metaphor to analyzes ＂jū gong fú xù＂ the moral of fable transfer from ＂Zhuang-zi＂ to ＂Lie-zi＂. First, in Generic Space, ＂Zhuang-zi＂ use the experience of the human body ＂Part-Whole＂ image schemas and emotional response. But ＂Lie-zi＂ change the Generic space converted to social experience humans have a ＂reward relationship＂. On the other hand, the input space ＂Zhuang-zi＂ its blend four input spaces. Integration of ＂Everything in Logos is one.＂ and ＂only Wisdom understand the truth＂ two frames. Thus creating ＂Saint understand to reconcile Positive and Anti that it meet the Logos＂. But ＂Lie-zi＂ is more simple. It just blending two input spaces of ＂the relationship between man and monkey＂ and ＂the relationship between ruler and people＂. Thus creating ＂The ruler with the wisdom to rule the people like the man with the wisdom to manage the monkey＂. By changing the generic space and the input space, lead to ＂Lie Zi＂ and ＂Zhuang Zi＂ prototype story has a different perspective and focus. These different perspective and focus lead to ＂Zhuang Zi＂ and ＂Lie Zi＂ in the narrative approach, the use of the verb, meaning, have many difference. By mental space theory, we can clearly to see how the fable is to transform, and the process of generating new meaning. But also let us see how our mental space and perspective, focus, along with the construction of the narrative mechanism to convey semantic us. Finally, we can use the theory of mental space to help us in the process of discourse analysis; more clearly see and convey the author in the chapter want to refer to the real goal, as well as the author's intention to convey the true meaning. I hope the paper can provide meaningful reference for ancient Chinese teaching.