論教室裡所讀的《蒼蠅》

The "Fly" Read in the Classroom

林雪星(Hsueh-Hsing Lin)

《台灣日本語文學報》 22期 (2007/12) Pp. 359-377

摘要

橫光利一的《蒼蠅》是由物語的世界及說話者的世界所構成。登場人物有瀕臨兒子將死的農婦、私奔的年青男女、鄉下紳士、母親與男孩、馬車夫與饅頭店的老闆娘以及蒼蠅。各懷心事的登場人物不約而同地聚集驛站，展開了四則故事，最後四組人馬連同馬車及馬車夫一同墜入深谷，成了不歸人的慘劇。這一幕惨劇全都落入了那隻眼睛很大的蒼蠅的視野裡。故事情節很簡單，但是在教室裡能夠以何種觀點來讀這篇《蒼蠅》呢？本論文將以日本語文學系三年級的日本現代小說的科目為例，來檢討從文學教育的觀點應該如何解讀《蒼蠅》。本論文裡指導者對於《閱讀》的多樣性以及潛藏在文學語言裡的文化象徵，要有充分地瞭解，並尊重學習者與文本的對話，提高各種文學解讀的可能性。首先先就文本的内容逐段把握其意思，精讀登場人物與事件的關係。學習者必須當個讀者某程度地融入故事的世界，與登場人物共處於同一世界。之後當做一位聽眾傾聽說話者的傾述。最後提出關鍵字及文字背後的文象徵與學習者討論，及提出課題讓學習者思考。透過以上的學習過程可視察學習者如何樂讀文本，並且透過互相地討論可以提高對作品的鑑賞能力。

關鍵字

眼睛大的蒼蠅 ； 馬車夫 ； 剛蒸好的饅頭 ； 農婦 ； 種蓮華

並列摘要

Riichi Yokomitsu's ”The Fly”(”Hae”) is constructed by combining a world made up of stories and a world of the story tellers themselves. The main characters include a peasant's wife whose son is about to die, a young couple who decide to run off, a country squire, a mother and a boy, a coachman and a female inn-keeper of a steamed-bun shop, and also a fly. These characters, each with a load on their minds, chance on the same (coach) depot and lead into four separate stories. In the end, these four sets of characters along with the carriage and the coachman all fall into a ravine resulting in a tragedy where no one survives. The tragic scene is completely caught by the fly with its gigantic eyes. Although the plots in the story are simple, what sorts of points-of-view should the students adopt in a classroom setting when reading this story is the challenge. This paper is takes the ”Contemporary Japanese Fiction Course” for juniors in our Japanese Language and Culture Department as an example to discuss how ”The Fly” should be read from a literary education perspective.This paper argues that the instructor of this course should have a clear understanding of the diverse ways and means in reading/interpretation as well as the cultural expressions/symbolism embedded in the literary prose. Moreover, he/she has to respect the ”dialogue” between the students (readers) and the novel in hopes of increasing their potential of literary interpretation. As the first step, the instructor should talk about the gist of the story paragraph by paragraph, and then scrutinize the relationships between characters and incidents in an analytical manner. Students should act as readers and try to lose themselves in the story to certain degree; living in the same world of those characters.

並列關鍵字

fly with gigantic eyes ； coachman ； presently-steamed bun ； peasant's wife ； seeds of water lilies