畢業(yè)論文：Out of culture difference? Contrasts between the education of moral values

Out of culture difference? Contrasts between the education of moral values in Chinese and Western fairy tales

學 院 外國語學院
專 業(yè) 英語專業(yè)
屆 別 2008屆

Abstract
It has been accepted by all societies in the world that children are our future. Therefore, it is very essential that attentions should be attached not only to their physical health, but their spiritual developments as well. Fairy tales, being significant parts of world literature, plays a crucial role in building the moral value system of the child. It is, actually, the spiritual food for children. Also, it demonstrates various kinds of moral values through the trace of truth, goodness and beauty. Thus, it is very certain that children start to build their own system of value after reading fairy tales.

However, due to some reasons, such as culture differences, fair tales in Chinese and Western literature carry different moral values. Western children literature, especially fairy tales, have witnessed of centuries of origin and development, whereas Chinese fairy tales have just broken the ice for a century. Consequently, the impacts on children are vary on different levels. Furthermore, Chinese fairy tales are profoundly influ
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Chinese and Western fairy tales. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .2
1.3 influences of fairy tales on children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter Two Some main theories on fairy tales . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .4
2.1 Western views on fairy tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 4
2.2 Chinese views on fairy tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Chapter Three Contrasts in the moral values from two celebrated fairy tales . . . . . . . . . . .. . . . .7
3.1 Similarities in stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
3.2 Differences in moral values and the educational function. . . . . . . . . . . . . . . . . .7
Chapter Four The roles of cultural differences in fairy tales . . . . . . . . . . . . . . . . . . . . . . . . . . .10
4.1 Chinese Confucianism and Western Humanism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
4.2 The Sense of community and Individualism. . . . . . . . . . . . . . . . . . . .11
4.3 Differences in social background and family environment . . . . . . . . . . . .12
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13


Chapter1 Fairy tales and their educational functions

Fairy tales are wonderful, beautiful, imaginary fictions. In all kinds of children literature, fairy tales are closest to the spiritual world of children and feature the nature of children literature best. The main reason for that is the curiosity and fantasy nature of children. Fairy tales also play an significant part in the mental development of children, especially in the aspect of building their moral value system. Accordingly, superb fairy tales should have the function of building the value system of children.

1.1 Fairy tales and children

Fairy tales are written with a host of e*aggerations, imagination as well as symbolisms. Besides, they tend to apply much personification in order to give life to everything, such as animals, objects, etc. The main readers of fairy tales are children. Fairy tales are first came from oral account of folk legend, handing down from one generation to another. A large number of Western fairy tales contain folk legends. Later, some writers start to write stories using children as main characters, which makes fairy tales become more distinguished from other kinds of literature.

It is the nature of children to dream and imagine. In their eyes, there is no distinct line between fantasy and reality. It is likely for them to fly into the world of fantasy and return to reality in a short time. In other words, fairy tales create a pure world for children, where they can be fully rela*ed and escape from the pressure from the real world. Children tend to create fairy tales by themselves and understand life through it. In fact, the enchantment of the fairy tale comes from the imagination of children. It is once said by Ge Cui Lin that " The mind of children is the source of fairy tales, also, it is where the fairy tales form. If we plant some fairy tales on this field, they will make the mind of children grow into a beautiful garden."

Thus, it is possible for us to say that fairy tales plays crucial part in the healthy metal development of children.


1.2 Chinese and Western fairy tales

Compared to Western fairy tales, Chinese fairy tales starts very late. It was not until the May 4th Movement that Chinese children literature was widely accepted and become an independent concept. The first attempt of Chinese fairy tales is "Scarecrow" by Ye Sheng Tao. However, this classic work is still a reflect of the cruel adult world, and it lacks innocent and purity. Then there came a group of writers, such as Zhang Tianyi, Yan Wen Jing and so forth. During the ten-year Culture Revolution, there was few fairy tales. After that, the Chinese children literature witnessed a "golden time". A host of celebrated writers appeared, for e*ample, Zheng yuanjie, Cao Wen*uan and ……（未完，全文共30656字，當前僅顯示5514字，請閱讀下面提示信息。收藏《畢業(yè)論文：Out of culture difference? Contrasts between the education of moral values》）