名著選読の指導試行森鴎外『高瀬舟』を例として

筆者認為利用名著選讀的時間讓學生讀文學作品，可藉著文學作品所表現的人生百態、想法、看法、以及作者的語言表現，達到培養學生的想像力，加深學生的讀解能力，並可提高學生的語言表現能力。本論將以森鷗外的小說『高瀨舟』為例，試以文學教育的方法與學生解讀此作品。首先將全班先行分組，選擇欲發表的小說。並請擔任發表的同學，就作者介紹、文本的解讀、關鍵字、主題、問題點提出來討論。透過此過程的發表，可知道學生對於文章的理解程度。本論提出有關『高瀨舟』的主題「知足」與「安樂死」，並就主要人物喜助與庄兵衛的心理變化，以及喜助殺弟之事是否是「安樂死」？亦或是喜助為了解脫困境的一面之辭？其中有關喜助滿足的是兩百文錢？亦或是被宣判流放外島反而有了固定的住所而高興？除了仔細讀解文本之外，也提出研究者的學說來探討文章潛藏的意涵。

關鍵字

高瀬舟；高瀨川；遠島；喜助；庄兵衛；二百文；權威

並列摘要

I believe to concentrate this course on the study of literary works, with an emphasis on the understanding of life experiences revealed in the works, can inspire students' imagination, enlighten on their apprehension of literature, and improve their language skills. This essay explains the conduction of this course by bringing examples from the study of Moriougai's novel, Takasebune. Students are divided into groups and requested to work on a novel of their choice picked from a reading list prepared by the instructor. Each group is required to prepare printed handouts on the very work for the whole class and to give an oral presentation which includes introduction of the author, analysis of the work, and proposal of questions for discussion. This is an effective way to evaluate students' learning. The study focuses on two themes: complacency and euthanasia, exploring issues such as the psychological transformation of the main characters, the judgement on Kisuke's killing of his brother, and the dilemmas that the characters face in their life.