论《格林童话》经典篇目对儿童的教育意义 58页

分类号：740．5011密级：天津理工大学研究生学位论文论《格林童话》经典篇目对儿童的教育意义(申请硕士学位)学科专业：英语语言文学研究方向：英美文学作者姓名：张鹏鹏指导教师：舒伟2013年1月 ThesisSubmittedtoTianjinUniversityofTechnologyfortheMaster’SDegreeOntheEducationalFunctionsoftheClassicalPiecesintheGrimm，SFairyTalesforChildrenByZhangPengpengSupervisorShuWeiJanuary，2013 独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作和取得的研究成果，除了文中特别加以标注和致谢之处外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得天津理工大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的J司志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。学位论文作者签名：签字日期：年月日学位论文版权使用授权书本学位论文作者完全了解丞洼理王太堂有关保留、使用学位论文的规定。特授权丞洼理工太堂可以将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编，以供查阅和借阅。同意学校向雪家有关部门或机构送交论文的复本和电子文件。(保密的学位论文在解密后适用本授权说明)学位论文作者签名：导师签名：签字日期：年月日签字日期：年月日 Acknowledgements1wouldliketoexpressmysinceregratitudeandgreatthankstoallthosewhohavegivenmehelpandinstructioninmystudyandthesiswriting．Fromthelonglist，ImustmentionProf．ShuWei，mysupervisorfirst．Iownhimagreatdealforhisadvice，criticismandencouragement．Hissevereattitudetowardslearningandtheoutlookoflifewiththefeatureofnoseekingfameandwealthgivemedeepimpression．Hisgreatpatienceistheinvaluabletreasureformeforthesakeofbeinganexcellentteacherinthefuture．Iamgreatlyimpressedbyhiseruditionandkindpersonality．IamalsogratefultoProf．XuYingguo，Prof．DingSupingandProf：ZhangLifortheirlecturesandvaluableguidance．MysincerethanksshouldalsobesenttothoseprofessorswhotaughtmeatTianjinUniversityofTechnologywhenIstudiedthereforthecourseofMaster’Sdegree．Inaword，Ihavealonglistofteachersandfriendswhosegoodwillandhardworkhavebeenindispensibletomystudyandthesis．1wouldliketoshowmygratitudetomyclassmates，ZhaoKun，XuYanan，ZhuLixinandCuiYingfortheirencouragementandhelp．Atlast，deepthankswillgotomyfamilywhohavesharedwithmyworriesandfrustrations，andencouragedmeallalong．Withouttheirloveandsupport，thisthesiswouldneverhavebeenfinished AbstractGrimmbrothers’Grimm’SFairyTalesarethemostclassicworkinchildren’Sliteratureallaroundtheworld．Untilnow,thetalesintheGrimm’SFairyTaleshavebeentranslatedinto160languages．andthisgrantworkhasbeentreasureofthechildren’Sliteratureoftheworld．TheGrimmbrotherslookedtheworldfromtheviewofchildrenandsketchedallimaginableandcolorfulfairyworld．IntheGrimm’SFairyTales，thereisclearkindnessandbadness，beautyandugliness，whichcangivelittlereadersaclearanddefiniteguideabouttheirchoice．ReadingGrimm’SFairyTales，childrencangainapeacefulandquietmindandcomprehendhuman’Smoralwisdom．ThisessaymainlytalksabouteducationalfunctionsofGrimm’SFairyTalestowardschildren．ThemainpartoftheessaypresentseducationalfunctionsofclassicGrimm·SFairyTalestowardschildren．HowcanclassicGrimm’SFairyTalesenhancechildren’Scognitivedevelopment．stimulatechildren’Smoraldevelopmentandcultivatechildren’Sloveforliterature．Therearefivepartsinthisessay．Inthefirstpart，itfirstusesRousseau?SandPiaget’Stheoriesonchildren’ScognitionaldevelopmentandclearlyelaboratesclassicGrimm’SFairyTalescanenhancethechildren’Scognitionaldevelopment．ThentherearebriefintroductionstotheGrimmbrotherandtheGrimm’SFairyTales．Thenthefollowingisthemaintopicoftheessav：theeducationalfunctionsofclassicGrimm’SFairyTalestowardschildren．Thesecondpartisthefirstchapteroftheessay．ThispartmainlyelaboratesthefunctionoftheclassicGrimm’SFairyTalestOchildren’Scognitivedevelopment．Thechildren’Scognitivedevelopmentisfulloffigurativenessandfeelings，andclassicGrimm’SFairyTalesarefullofimaginations．Sothetalescanpromotechildren’Scognitivedevelopment．Thethirdpartisthesecondchapteroftheessay；theclassicGrimm’SFairyTalescanenhancechildren’Smoraldevelopment．InGrimm’SFairyTales，goodandkindpeoplewillliveahappylifeintheendwhilethebadandeviloneswillgetpunishment．Allthatcangiveguidancetochildren’Smoraldevelopment．Thefourthpartoftheessayisthethirdchapter．ThischapterelaboratesintermsofthebeautyandinterestofclassicGrimm’SFairyTalesandthenexplainshowGrimm’SFairyTalescultivateschildren’Sloveforliterature．Beautifulprotagonists，interestingplotsandimaginablelanguageleadchildrentoawonderfulfairyworld．Thisaccordswithchildren’Sreadingpsychology．Thenchildrenwillfindthemagicpowerofliteratureanddevelopdeep10reto1iterattJre． Thefifthpartistheconclusionoftheessay．Thispartmainlysummarizesthetopicoftheessay：educationalfunctionsofclassicGrimm’SFairyTalestowardschildren．Theseenhancechildren’Scognitivedevelopment，stimulatingchildren’Smoraldevelopmentandcultivatingchildren’S10veforliterature．KeyWords：ClassicGrimm’SFairyTales；EducationalFunction；Children’SCognition；MoralDevelopment；LoveforLiterature 摘要格林兄弟的《格林章话》是世界儿章文学的经典之作，迄今为止已被翻译成160余种文字出版，成为世界儿章文学的珍宝。格林兄弟以儿章的眼光看待世界，描写奇幻异彩的章话世界，给儿章已启示。《格林章话》中有对假、恶、丑的揭露鞭挞，但更多是对真、善、美的赞扬和向往，给人以朝阳般的温暖和健康向上的力量。阅读《格林章话》，心灵获得安详宁静，对美好人性具有深刻认知。本论文主要讲述最具代表性最经典的《格林章话》对儿章的教育作用。文章的论证部分详细分析了最具代表性的最经典的《格林章话》是如1何提高儿童的认知能力，帮助儿蕈形成『F确的道德观和培养他们对文学美的热爱。本文包括五部分：第一部分首先借助卢梭和皮亚杰的儿章认知理论，简析儿章认知发展规律，借此引出课题，即童话对儿章的发展具有重要的教育意义。然后简要介绍了格林兄弟和他们的名著《格林童话》。该部分最后是经典《格林童话》对儿童教育作用的总体介绍。第二部分，也就是论文第一章．详细阐述了经典《格林童话》促进儿章认知能力的发展。儿章的认知发展过程具有形象性和情绪性特点，幻想是儿章的天赋与本能，而经典《格林章话》充满幻想，符合儿章认知发展的规律。第三部分为论文第二章，此部分详细讨论了经典《格林童话》对培养儿童的道德美德的作用。《格林章话》中有鲜明的真善美和假恶丑。在经典《格林章话》中，好人会幸福的生活在一起，坏人最终会受到惩罚，对儿章的道德发展具有指导作用。第四部分是论文第三章，这部分从经典《格林章话》文学之美和文学之趣上入手，详细阐述《格林童话》如何促进儿章对文学的热爱。优美的场景，善良的公主和王子，以及故事最后的幸福结局，都是符合儿章阅读心理。这样，儿章读者会发现文学的神奇力量并逐渐对文学美产生强烈的热爱之情。第五部分为结论。在结论中，概括了经典《格林章话》如何促进儿童认知能力的发展，培养儿章的道德美德以及激发儿章对文学的热爱。关键字：经典《格林章话》；教育作用；儿章认知；道德发展；文学热爱 ContentsChapter1Introduction．．．．．．．．．．．．．．．⋯⋯⋯．．．．．．．．．．．．．．．．．．⋯⋯⋯⋯．⋯⋯．．．．．．．．．．．．．．．．．．．．．．···⋯⋯⋯···-·········11。1Rousseau’SandPiaget’STheories⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．．11．2TheBriefIntroductiontothe“GrimmBrothers”⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．21．3TheIntroductiontotheGrimm’SFairyTales⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．31．4GeneralIntroductiontotheFunctionsoftheGrimm’SFairyTales⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．5Chapter2EnhancingChildren’SCognitiveDevelopment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62．1ConformingtotheRuleoftheChildren’SCognition⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯．．62．1．1TheRuleandtheFeatureofChildren’SCognition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．62．1．2ConformingtotheRuleofChildren’SCognition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．2EnhancingChildren’SCognitiveDevelopment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．92．2．1CultivatingChildren’SInterestofReading⋯．．．．⋯．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．102．2．2StimulatingtheChildren’SImaginableDevelopment．⋯⋯．．．．．．⋯⋯．．．．．．．．．．．．⋯．．．．．．．．．112．2．3EnrichingtheChildren’SKnowledge．．⋯．⋯．⋯⋯．．⋯．⋯⋯⋯⋯⋯．⋯．⋯⋯．⋯⋯．．．⋯⋯．．．122．3InspiringtheChildren’SMentality．⋯⋯⋯．⋯⋯．⋯．．．．⋯⋯．⋯．．⋯．．⋯．⋯．⋯，．．．⋯⋯．⋯，．⋯．⋯．．13Chapter3StimulatingtheChildren’SMoralDevelopment．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．153．1TheoriesAboutChildren’SMoralCognition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯163．1．1Piaget’STheoryonChildren’SMoralCognition．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．163．1．2Kohlberg’STheoryonChildren’SMoralCognition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯183．2ImplicatingtheWisdomofMorality．．．．．．⋯．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．⋯．．．．⋯．．．．203．2．1TileKindnessBeingtheBasisoftheClassicGrimm’SFairyTales⋯⋯⋯⋯⋯⋯⋯203．2．2TransmittingtheVirtueofHumans．⋯．．．．．．．．．⋯．．．．．．．⋯．．．．．．．．．．．．⋯．．．．．．．．⋯⋯．．．．．．．．⋯．．．．223．2．3CultivatingtheChildren’SViIrcue．．．．．．．．．．．．．．．．．．．．．，．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．243．3InspiringtheDevelopmentofChildren’SMorality⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．253．3．1InspiringtheChildren’SMoralEmotion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．263．3．2MakingtheChildrenComprehendtheMorality⋯⋯．⋯．⋯⋯．⋯．⋯⋯．⋯⋯．⋯⋯．⋯．．．．273．3．3HelpingtheChildrenFormtheRightViewofMorality⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．29Chapter4CultivatingChildren’SLoveforLiterature．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．324．1EnhancingtheChildren’SUnderstandingoftheGermanyBackground⋯⋯⋯⋯⋯⋯⋯324．1．1T11eTrueBreathoftheTime⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．334．1．2TheTrueFolkBackground．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．344．2TheLiteratureBeautyoftheGrimm’SFairyTales⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯35 4．2．1TheBeautyoftheSetting⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．354．2．2TheBeautyoftheCharacters⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．．384．2．3TheBeautyoftheEnding⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯394．3TheLiteratureInterestoftheGrimm’SFairyTales⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．404．3．1TheInterestofthePlot⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．．414．3．2TheInterestoftheLanguage⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯43Chapter5Conclusion⋯．．⋯．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．⋯⋯⋯⋯．．．．．．．．．．．．⋯⋯．．．．．．．．．．⋯⋯．．．．．．．．．．．．．．．．⋯．．．．45Bibliography．．．．⋯⋯⋯⋯．．．．⋯．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．47发表论文和科研情况说明⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．49 Chapter1Introduction1．1Rousseau’SandPiaget’STheoriesThechildhoodhasaspecialplaceinthesequenceofhumanlife．Thechildren’sdeveloDmenthasitsownfeaturesandrules．Thechildrenaredifferentfromtheadult·Childhoodhasitsownseeing，thinkingandfeeling．Andinthehistory，manyresea。chershavemadealotofstudiesaboutit．OneofthemostfamousresearchersisRousseau·RousseauPutsforwardahypothesisofhumandevelopmentinfourstagesanddescribesthefeaturesofeachstep’Sdevelopment：Stagel：Infancv(birthtoabout2yearsold)．Infantsexperiencetheworlddirectlythrou2hthesenses．Theyknownothingofideasorreasons．TheysimplyexperlencePleasureandpains．Stage2：Childhood(about2to12yearsold)．Duringthisstage，childrenpossessakindofreason．Butitisnotthereasonthatdealswithreasoneventsorabstractions·Rather，it1Sanintuitivethatisdirectlytiedtobodymovementandthesenses．Thinkingisstillextremelyconcrete．Stage3：Latechildhood(about12to15yearsold)．Inthisstage，childrenmakesubstantialprogressinthecognitivesphere．ButtheyarestillnotabletothinkaboutpurelYtheoreticalandverbalmatters．Duringthenrstthreestages，childrenarebynaturenotsocial．Thatis，theyareprimarilyconcemedwithwhatisnecessaryandusefultothemandhavelittleinterestInsocialrelationship．"Iheyenjoyworkingwithphysicalthingsandlearningfromnature·Stage4：Adolescence．Inthisstage，ourformerchildrennowcandealwithabstractconceptsandtakeaninterestintheoreticalmattersinscienceandmorals·SinceRousseau，moreresearchershavebeenstudyingchildren’Sdevelopment，particularlytheircognitivedevelopment．Amongthem，JeanPiagetmaybethemosttamousonewho1aidthefoundationformodernchildrencognitiveresearch．AlthoughPiagettsresearchhaschangedovertheyears，eachpartofitconstitutesasingle，integratedstagetheory．Themostgeneralstagesarelistedasfollowing·Period1：Sensori—motorintelligence(birthto2yearsold)，Babiesorganizetheirphyslcalactionschemes，suchassucking，graspingandhitting，fordealingwiththeimmediatewo。ld·Period2：Preoperationalthough(2tO7yearsold)．Childrenlearntothink—tousesymbol8andinternalimages-buttheirthinkingisunsystematicandillogical．Itisverydifferentfrom．1一 Chapter1Jntroduction————————————————————————————————————一thatofadult．Period3：Concreteoperations(7to1yearsold)．Childrendevelopthecapacitytothinksystematicallybutalsowhentheycanrefertoconcreteobjectsandactivities．Period4=Formaloperations(11toadulthood)．YoungpeopledevelopthecapacitytothinksystematicallyonapurelyabstractandhypotheticalDlane．InRousseauandPiaget’stheories，childrendoundergoextensivecognitivegrowthbetweenbirthandadulthood．ThereisdefinitelyaphenomenoncalledcognitivedevelopnlentanditISanextremelyrichandcomplexprocess．Duringthisprocess，childrentsmindandthinkingdevelopfromconcretetoabstract．fromunsystematicandillogicaltosvstematicandlogical．1．2TheBriefIntroductiontothe“GrimmBrothers"’GrimmJacobandGrimmWilhelmarecalled“Grimmbrothers”inthehistory．On4thJan．,GrimmJacobwasborninHanauHessenofGermany．Oneyearlater,GrimmWilhelmwasborn．Theirfather，PhilippWilhelmGrimm，wasawell—knownlawyer．Theirmother．DorotheaZimmer,wasakindanddiligenthousewife．Theyhad9children，onlv6survived．In1791，whenGrimmJacobwas6，theirfatherwasappointedasthejudgeofSteinau，sothewholefamilymovedtothesimpleandcleancity，Steinau．ThereGrimmJacobandGrimmWilhelmhadavery"happyandcarefreechildhood．Butthishappytimedidnotlastfor10n2tlm六Fiveyearslater，theirlatherpassedawaybecauseofillness．Hisdeathmadethewholethmilylosethesupportandtheirlifegotintotrouble．Withthehelpoftheiraunt．1o，-year-oldGrimmJacoband12一year—oldGrimmWilhelmleftSteinauandwenttoKassel，wherethevwenttostudyinthefamousmiddleschool，Lyzeum．IntheLyzeumMiddleSchool，thetwobrothersstudiedveryhard，theyspentmorethanl2hoursonstudyalmosteveryday．In1802，GrimmJacobgraduatedfromtheLVzeumMiddleSchoolwithexcellentscoresandwenttoUniversityofMarburgtostudy1aws．Oneyearlater,GrimmWilhelmwasenrolledinthesameuniversity．Actually,atfirstthevwerenotallowedtostudyintheuniversityduetothepovertyoftheirfamily，butlateronthevweregiventhespecialpermissionandatlasttheycouldstudyinthisuniversity．IntheUniversityofMarburg，GrimmJ．metagreatperson，whochangedhis1ife．}riedrichCarlyonSavigny，thegreatestjuristinthehistoryofGernlany．WiththehelpofFriedrichCarlvonSavigny，GrimmJacobcouldnotonlystudylaws，butalsoI．eadmanvbooksinhispersonalstudy．HereGrimmJacobknewmoreabouttheClassicLiteratureand．2． Chapter1Introductionhadafirstunderstandingofromanticism．Inthenextyears，BettinaBrentanoandAchimyonAmim，twogreatpeople，hadsignificantinfluenceonthebrothersandthetwobrothersdevelopedgreatinterestsinthefolkliterature．Allthesehadlaidthefoundationtbrtheir2reatworkofGrimm’SFairyTales．Intheirtime，theGrimmBrotherswerefamousfortheirhard．workandbroad．knowledgeTheGrimmbrotherscollected，organizedandstudiedthefolkstories，legendsandtalesalltogether．TheypublishedalotoffamousfairytalesandlegendsandtheGrimm’sFairyTaleswasthetypicalwork．Theybecametheleadersofthisliteraturearea．Intheirwholelife．thevmadegreatcontributiontotheGermaneducationandculture．Atthesametime，theyarelinguists，folkloreexpertsandresearchersoftheforkliteratureofGermany，andatthesametimetheyaretheword—famoustalemasters．1．3TheDefinitionstotheGrimm’SFairyTalesGrimm’SFairyTaleswascalledStoriesCollectedbyGrimmBrotherstoChildrenandFamiliesatfirst．From1812to1857，theGrimmbrothersmodifiedthecontentsmanvtimesandthelasteditionintheirlifewastheseventhone．Therewere216storiesinthelastedition．Nowadays，thereisnoothertaleswhichismorefamousthanGrimm’SFairyTales．Grimm’SFairyTaleshasattractedthechildrenallaroundtheworldfromgenerationtogenerationandbecomeanindispensiblebookinmanyfamilies．Insomecontent，GrimmtsFairyTaleshasbecomeanindispensablepartofmemoriesofpeople’Schildhoods．TheeditionoftheGrimm’SFairyTalesisthemostintheworld，andatthesametinle．itscirculationisalsothebiggestintheworld．Untilnow,therearealreadymorethanonehundredtranslationsofGrimm’sFairyTales．ThemostfamoustaleslikeTheFrog-KingCinderella，LittleRed—cap，LittleBriar-rose，LittleSnow—WhiteandsoinareknownalmostbyallfamiliesandbecometheclassictalesintheWOrld．ItspendsSOwideinthecircleofGermanyandEnglishthatitcanbeequalwiththeBible．WecansaythatthechildrenfromallovertheworldgrowupwiththeGrimmtsFairvTales．Seldomwouldanyotherfairytalecollectionsbeaswell．knownaroundtheworldastheGrimm’sFairyTales．Fornearlytwocenturies，theGrimm’SFairyTaleshaveenchantedgenerationsofchildrenfromdifferentcontinents，beingalmostakindoffairvtalebibleinmanyfamilies．Theyhave，toacertainextent，beenanindispensablepartofourchildhoodmemory．Differentfrommanyotherliteraryfairytales，theGrimm’SFairvTaleswasnotcompiledonce，butwasrevisedandmodifiedmanytimes．Theredidexistanoriginalversion．3一 Chapter1Introduction—————————————————————————————————————————一——ofthegreatGrimm’sFairyTalesthatwerenotsuitableforchildrentoread．AndtheGrimm·sFairyTaleswererevisedseveraltimes．ActuallytherewasnotonlyanoriginaleditionoftheGrimm’sFairyTales，butalsoan；lenberg)manuscriptofitlyingatamonastervformorethanacentury．Thewell—knownGrimm’sFairyTalesactuallyhadseveneditionspublishedduringatimespanof45years．ThecontinuingrevisionofthesefairytalescametoanenduntilthedeathofthekeyreviserGrimmWilhelmin1859．Throughthecomparisonofthe?lenbergmanuscnpt，thefirstandthe1asteditionsoftheGrimm’sFairyTales．wemav行11datransformationofthebrothers’viewonchildren，theyenhancedtheirinclinationtoregardfairytalesasanInstrumentofeducation．Duringtherevisionprocess．theydeletedwhatthevthoughtwerenotgoodforchildren，andtriedtomaketheoriginaltalesmoreliterarv．Yetthevdisciplinedthemselvestothebasicrulesofthecreationoffolktales，andthushadnotunderminedthetales’colloquialqualities，butcontrarily，helpedtoreinforceorevenrepairedthosequalities，whichmadetheircollectioncompletelydifferentfromotherfairvtales．TheGrimm’sFairyTaleswereneitherageneralkindoffolktalesnorwrittenfairvtales．butagenrebetweenthesetwokinds，itwasanewfairytaletypeinitiatedbytheBrothersGrimm--theGrimm—SFairyTales．TheoriginalcollectionoftheGrimm’sFairvTaleswasactuallynotchildren’Sliterature．Itwasnotuntilthe7theditiondidtheGrimm·sFairvTalesbecameliteratureforchildren，whichwasaresultoftheformingoftheirownmodemviewpointsonchildren．TheGrimm’SFairyTalescollectedbytheGrimmBrothersnotonlyreserveakindofculturaltradition，butalsosetanewliteratetype．Itenforcedthedevelopmentofonemodernsubject．AlthoughtheGrimmBrotherswerenotthefirstmentocollectthefolktalesandstoriesinthehistory,andtheGrimm’SFairyTaleswerenotthefirstcollectionofthefairvtales，them|lportanceofGrimm’。FairyTalesintermsofhistoryandcultureweresignificant．TheGrimm’SFairyTaleswererevisedseventimesduringaspanofhalfacenturv．ThefirsteditionoftheGrimm’SFairyTaleswasnotchildrenliteratureandthelastedition．theseventhone，wasactuallythechildrenliterature．TheGrimmBrothersusedmodemchildren11te。aturetorevisetheGrimm’sFairyTales．SotheseventheditionoftheGrimm’sFairyTaleswastheresultofthemodemchildrenliterature．InalltheGrimm’sFairyTales，theyaremanyexcellentstories．ButThPFrog-KingCinderella，LittleRed-cap，LittleBriar—rose，LittleSnow—White．Rapunzel,theFishermdnnnd所s嘲居arethemostclassicones．AlltheserevisedclassicGrimm’SFair、，Talesareknownwellbyalmostallthechildrenaroundtheworld．Theirinfluencetothechildrenisinestimable．．．4．． Chapter1IntroductionTheyhaveplayedanimportantroleinchildren‘Sgrowth．1·4GeneralIntroductiontotheFunctionsoftheGrimm’SFairyTalesTheGrimm’SFairyTaleslookedtheworldintheeyesofthechildren，describingacolorfulandfantasticfairyworldforthechildren．Atthesametime，itinsertedsomeaduItideasinthefairytalesandmadethedramatispersonaeofthetalesmoresimilartothereallifeandthesituationsinthetalesmoresimilartotherealworld．InalltheclassicrevisedGrimmtsFairyTales，thereisdeepphilosophyaboutthesociety，thelifeandthemindsofpeople．TheclassicrevisedGrimm’SFairyTalescriticizesanddisclosestheevil，thefakeandtheugly，butprizesmoreaboutthetrue，thekindandthebeauty,givingchildrenthewarmandhealthypowerlikethesunshine．TheGrimmbrothersshowedthechildrenaworldfullofloveandsympathy，kindnessandhonestyandjustandequality．TheclassicrevisedGrimm’SFairyTalesmakesuseofthebeautyandkindnesstoattractUStothinkabouttheimportanceoftheeducationtOthechildren’Spersonalityandguidethechildrentosetupanactiveandhealthylifeattitudeandlifeorientation．ReadingtheclassicrevisedGrimm’SFairyTales，thechildrencangetquietandsimpleinthemindandknowwellaboutthekindpersonalityofthehumanbeings．Itseducationalfunctionsincludethethreemainparts：itcanenhancechildren’Scognitivedevelopment，cultivatethechildren’Smorality，andincreasethechildren’Senthusiasmtotheliterature．ItseducationalsignificancetowardschildrenisSOhugethatitbecomesoneofthemostclassictalesintheworldliterature．5一 Chapter2EnhancingChildren’SCognitiveDevelopment2EnhancingChildren’sCognitiveDevelopmentTheclassicGrimm’SFairyTalescontainalotofknowledge；theysuittheruleofthechildren’Scognition．Thewonderfulcontentsandtheimaginablelanguagecanreallyinspirethechildren’Sreading．IntheimaginableworldoftheGrimm’SFairyTales，thechildrencanbroadentheirmindandlearnalotofthings．AlthoughtheGrimm’SFairyTalesarefullofimaginations．theywerestillbasedonreallife．Theyarestillthereflectionsoftherealworldinsomeextent．SothechildrencanunderstandtherealworldwhilereadingtheGrimm’SFairyTales．2．1ConformingtotheRuleoftheChildren’SCognitionWehaverealizedthatthechildisnotaminiatureadult．Childrendohavetheiruniquewayofthinkingdifferentfromthatofadults．Beforeadulthood，theywillundergoacognitivedevelopment．IntheGrimm’Sfairtales，wealsofindchildren’Sthinking，particularlyanimisticthinkingdiscussedhere．ComparingtheirthinkingintheGrimm’Sfairytaleswithcognitiveresearchfindings，wereachthehypothesisthattheGrimm’Sfairystory’Scognitiveinformationaccordswiththechild’Sowncognitivereality2．1．1TheRuleandtheFeatureofChildren’SCognitionWeknowlittleaboutthebeliefthatthechildhoodhasaspecialplaceinthesequenceofhumanlife。ThisisbecauseweareSOconcernwiththechildren’Sfuture，withthethingsthechildrenneedtoknowtofitintotheadultworld．Whenwetakethetimetoobservechildren，wefindthattheyaredifferentfromtheadult．Childhoodhasitsownseeing，thinkingandfeeling．Rousseauputsforwardahypothesisofhumandevelopmentinfourstages：Stagel：Infancy(birthtoabout2yearsold)．Infantsexperiencetheworlddirectlythroughthesenses。Theyknownothingofideasorreasons．Theysimplyexperiencepleasureandpains．Stage2：Childhood(about2to12yearsold)．Duringthisstage，childrenpossessakindofreason．Butitisnotthereasonthatdealswithreasoneventsorabstractions．Rather，itisanintuitivethatisdirectlytiedtobodymovementandthesenses．Thinkingisstillextremelyconcrete．Stage3：Latechildhood(about12to15yearsold)．Inthisstage，childrenmakesubstantialprogressinthecognitivesphere．Buttheyarestillnotabletothinkaboutpurely．．6．． Chapter2EnhancingChildren?SCognitiveDevelopmenttheoreticalandverbalmattersDuringthefirstthreestages，childrenarebynaturenotsocial．Thatis，theyareprimarilyconcernedwithwhatisnecessaryandusefultothemandhavelittleinterestinsocialrelationship．Theyenjoyworkingwithphysicalthingsandlearningfromnature．Stage4：Adolescence．Inthisstage．ourformerchildrennowcandealwithabstractconceptsandtakeaninterestintheoreticalmattersinscienceandmoralsSinceRousseau．moreresearchershavebeenstudyingchildren’Sdevelopment，particularlytheircognitivedevelopment．Amongthem，JeanPiagetmaybethemostfamousonewholaidthefoundationformodernchildrencognitiveresearchAlthoughPiaget’Sresearchhaschangedovertheyears，eachpartofitconstitutesasingle，integratedstagetheory．Themostgeneralstagesarelistedasfollowing．Period1：Sensori—motorintelligence(birthto2yearsold)．Babiesorganizetheirphysicalactionschemes，suchassucking，graspingandhitting，fordealingwiththeimmediateworld．Period2：Preoperationalthoughf2to7yearsold)．Childrenlearntothink—tousesymbolsandinternalimages—buttheirthinkingisunsystematicandillogical．Itisverydifferentfromthatofadult．Period3：Concreteoperationsf7to1yearsold)．ChildrendevelopthecapacitytothinksystematicallybutalsowhentheycanrefertoconcreteobjectsandactivitiesPeriod4：Formaloperationsf1toadulthood)．Youngpeopledevelopthecapacitytothinksystematicallyonapurelyabstractandhypotheticalplane．InRousseauandPiaget’Stheories，wecanfindthatchildrendoundergoextensivecognitivegrowthbetweenbirthandadulthood．InFlavell’Swords，thereisdefinitelyaphenomenoncalledcognitivedevelopmentanditisanextremelyrichandcomplexprocessDuringthisprocess，children’Smindandthinkingdevelopfromconcretetoabstract，fromunsystematicandillogicaltosystematicandlogical．2．1．2ConformingtotheRuleofChildren’SCognitionThechildrendoundergoacomplexcognitivedevelopmentduringtheirchildhood．JeanPiagetobservesthatyoungchildrendonotmakethesamedistinctionsbetweenlivnonlivingthingsthatweadultsdo．Childrenperceiveeverything，includingphysicalasfulloflifeandfeeling．AloudtruckmayseemangryandasinglecloudlonelyInchildren’Seyes，ananimalcanunderstandandfeelwithhimevenshowitopenly7．Asweallknow，fromPiagetandotherresearchers’ingobjandects，thoughitdoesnotstudies．thechildundergoesacognitivedevelopmentinhischildhood．Tothechildwhotriestounderstandthe．7一 world，itseemsreasonabletoexpectanswersfromthoseobjectsthatarousehiscun061tyandheexDectstheanimalstotalkaboutthethingsthatarereallysignificanttohim,astheanlmalsdointheGrimm·sFairyTales．Itisthepeople’scharacteristicsprojectedtoanlmal8thatmaketheanimalsintheGrimmtsFairyTalesthinkandbehavelikehumanbeings·Wec锄findmanyexamplesintheGrimm’sFairyTalesExample1：TheFrog—king(WhilethevoungestdaughteroftheKingwascryingforlosingthegoldenballintothewell,afrogappearedandcalmedher．)“Bequieej口nddOnotweep?”answeredthefrog,“IccInhelpyoutbutwhatwillyo∞glvemei⋯)r呶yOurplaythingsupagain?⋯‘Whateveryouwillhave，dea吩％jsmdSk—myclothesjmypearlsandjewels．andeventhegoldencrownwhichinmWennng·Tk细鼋nnswered：“idonotcareforyourclothes，yourpearlsandjewels，nOr如yo哪∞I硅encroWnlbut玎yoHwilllovemeandletmebeyourcompanioncIndp1钟0e“∽，andslt西vyD甜臼，yD“rlittlP幻ble，andP臼，ofyourlittlegoldenplate，anddrinkD甜f形yo“r胁‘fec印，口”ds彪Pp加，，D“厂little6PdL一矿yD甜willpromise坍Pthis，willgodownbelow，and6r。”gyo“yourgoldenballupagain．’’“Ohjvesj”saldshe?“Ipromiseyouallyouwish，ifyouwillbutbringmemQyb硼bnck臼2口f玎．，，B“fs办ethought：“Howthesillyfrogtalks!AllhedoesistositinthewaterwiththeD砌P，细鼬，臼，2dcroak!HecanbenocompaniontOanyhumanbeing?(Grimm131·others：2007：5)Notonlvtheprincessbutalsoweadultswon’tbelievethatafrogcanbecompanionorhusbandtoanyhumanbeing．Whataflogdoesisjusttositinthewaterwiththeo‘he。士rogs，andcroak!Butit，orhe，didwanttobefriendtheprincess．ItevenwantedtositbYheratherlittletable，eatwithherwiththegoldenplate，drinkwithherwiththesamecuP，andeVensleeDinthesamebed．Andattheendofthestory,thefrogfinallytransformedintoakindandbeautifulprinceandmarriedtheprincess．Example2：Cinderella(ThestepmotherpromisedtoletCinderellaattendtheweddingattheKing’spalaceprovidedthatCinderellacanpickoutlentilsintheashes．)Them口ide门(ci门de陀lla)wentthroughthebackdoorintothegarden，andcalled·‘“Yo“tdmepigeonSjyouturtledoves．andallyoubirdsbeneaththesky,comeandhetpmetoPlck‘ThegoodintothepotThebadjnto砌Pcrop．一8一 ThenMOWhilepigeonscameinbythekitchen—window,and田1e⋯ardstheturtledoves，andntlast口llthebirdsbeneaththesky,camewhirringandcrowdingin，andalightedC}mon罨stthedShes。Andthepigeonsnoddedwiththeirheads"andbeganpick,pick,pick,pick,nndehereStbe譬nnalsopick,pick,pick,pick,andgatheredallthegoodgrainsintothedish·Hardlvhndonehourpassedbeforetheyhadfinished,andall拜ewoutagain．(GrimmBrothers：2007：125)Pigeons，turtledovesandallthebirdsbeneaththeskyareanimalsthatarequitefamiliartoaduIts．Butwemayhaveneverfoundthattheycanunderstandwhatwesay，nottomentiontheVcanhelpustopickoutlentilsintheashesbycalling．YetintheGrimm’SFairyTales，thevcando．Inthistale，thesebirdsareendowedwithcapacitytounderstandwhatCinderellasaidandhelpher．IntheGrimmtSFairyTalesanimalsareallgiftedwithhumancapacitytothink，tohate，to10veandtobehave，whichissuitabletochildren’Scognitivedevelopmentandstimulatechildren’Scognition．2．2EnhancingChildren’SCognitiveDevelopmentTheclassicrevisedGrimm’SFairyTalesfairytaleLittleSnow—White，thestepmotherarefullofadventuresandups—and—downs．IntheoftheSnow—Whitetriedmanytimestokillherbutshefailedeverytime．Thefirsttime，theQueenaskedahuntsmantokilltheSnow—White，butthehuntsmanletherrunaway．ThenwhentheQueenknewSnow—Whitewasstillalive，shedressedherselfasanoldpeddlerwoman，andlacedSnow—Whitetofaintdead．Fortunatelythedwarfssavedhertimely．ThenthewickedQueenusedapoisonouscombtopoisonSnow。White，andthistieshewassavedagainbythedrafts．TheQueencouldnotstopandthistimeshemadeapoisonousappleandkilledtheSnow—White．ButatlasttheSnow—Whitewasawakeagain．Thewholestorywasfullofadventures．Thechildrencanbefullyattractedbythedevelopedofthefairytale．TheywillimaginewhatwillhappentotheSnow—WhitenextwhatthedevilQueenwilldototheSnow—Whitenexttime?IntheThumbling,thesufferingexperiencewereevenmoreadventurous，atfirst，thelittlethingwasboughtbytwostrangersfromhisparentsontheway，hecouldescapedfromthetwostrangerssuccessfullyandgotintoamousehole．thenhehelpedtopreventtherichpastor’Smoneyfrombeingstolen．Butinthenestnaorning．hewasswallowedbyacowwiththehey．HecriedandthepastorkilledthecOWandhewassaved．Unfortunately，notuntilhegotoutoftheCOW’Sstomach，awolfswallowedthewholestomach；thelittleThumblingcheatedthewolftotheplaceofhisfather．．9．． Chapter2EnhancingChildren’SCognitiveDevelopmentandgotsavedatlast．Allthetalesarefantasticandinteresting，magicalandweird．Sotheyfullysatisfythecuriousnatureofthechildrentopursuetheadventure，thechangeandthenewthings．2．2．1CultivatingChildren’SInterestofReadingThecognitivedevelopmentofchildrenisconcreteandemotional．Thatistosay，thechildrenhaveastrongercognitiveabilitytowhattheyareinterestedinandwhatisconcreteunderanaturalandspontaneoussituation．Asweknow,theimaginationinthefairytalescanmakethetalesmorefantasticandmoreexciting．Furthermore，thechildrencanimagineSOfreelyintheworldofthefairytales，whichalsoenhancethechildren’Ssenseofhappiness．EveryclassicrevisedGrimm‘SFairyTaletakeuseofalotofrhetoricaldevices，suchasexaggeration，personification，mythology，grotesqueryandSOon．ThemainrhetoricaldeviceusedintheLittleBriar—Roseisexaggeration，intheThumblingisgrotesquery,intheLittleRed-Capispersonification，andwhileintheFishermanandHisV／VeismythologyandSOon．Ofcourse，inalltheclassicrevisedGrimm’SFairyTales，notonlyonerhetoricaldeviceisused，butseveralrhetoricaldevicesareusedatthesametime．Justasthefairytale，theFishermanandIBsWife，thepersonification，mythology,grotesqueryareallusedinit．AllthesecanmakechildrenfeelhappyandexitedwhilereadingtheclassicrevisedGrimm’SFairyTales．Asaresult，thechildrencangetmoreknowledgeandexperience；theircognitiveabilitywillbeenhancedstepbystep．Besides，classicrevisedGrimm’SFairyTaleshaverichandinterestingcontentsandconcreteportraits，whichthechildrencanacceptandcognizemoreeasily．WhenthechildrenreadtheclassicrevisedGrimm’SFairyTales，theywillgettheartedificationunconsciously．Atthesametime，theclassicrevisedGrimm’SFairyTalescanhelpthechildrenenhancethereadinginterestanddevelopagoodreadinghabit．Therolesinthefairytalesarevarious，theycanbealittleanimal，alittleplantandSOon．whethertheyarealiveandlifeless、concreteorabstract．Theyallcanappearintheworldofthefairytaleswiththefeaturesofhumanbeings．Intheworldofthefairytales，theycanspeakandact，theyalsohavethoughtslikehumanbeings．Thechildrenareveryinterestedandfunwiththem．Whenthayreadthesetales，theywilltrytoknowsomethingaboutthem．Thiscanhelpthechildrenknowmoreabouttherealworld．Andatthesametime，itwillmakethechildrenthinkmoreaboutthenatureandthesociety,and1earnfromthefairytales．Thefairytalesarelistedasliterature，whiletheliteraturemustbeexpressedthroughthelanguage．WhenthechildrenreadtheclassicrevisedGrimm’SFairyTales，theycanlearnsomeliteraturelanguage．Thegreatmastersofthefairytalesmustbemastersofthelanguage．，10一 Chapter2EnhancingChildren’sCognitiveDevelopmentThewriteroftheGrimm。sFairyTales，GrimmBrothers，weregreatlinguists．TheyunderstoodthepsychologyofthechildrenverywellandwrotethefamousGrimm’sFairyTalesforthechildrenallovertheworld．2．2．2StimulatingtheChildren’sImaginableDevelopment．Theimaginationisthebasicfeatureofthefairytales．Theyusetheimaginationtoconnecttheimaginableworldtotherealworld．Theyusetheimaginationtomaketheunrealisticthingsintherealworldbecometrueintheillusionworld．Andthechildrenhasweakerrationandthesenseofrealityisshort，allthismakeschildreninclinedtoimagine．Sothechildrenarefullofimagination，theyliketoimaginesomethingunrealintherealworld．Whiletheworldinthefairytalescansatisfytheirneedsofimaginationandtheycanimaginesofreelyinthefairyworld．Sotheyliketoreadfairytales．TheclassicrevisedGrimm’sFairyTalesareunrealtaleswithalotofimagination．Theymakeuseofimaginationtogetalotofpeoplethingsandsituationtogether．Thenanunusualsceneappearsinfrontofthelittlereaders．Theimaginablepeopleandthingsmoveandlivefreelyinthisunrealfairyworld．InoneoftheclassicrevisedGrimm’sFairyTales，theFrog—King,aprincesswenttoplaynearawell，shethrewaballbutdidnotgotitanditfellintothewell．Shebegantocry,thenafrogappearedandsaidtotheprincess：’’King’daughter，youweepsothatevenastonewouldshowpity．”，“bequiet，anddonotweep，Icanhelpyou，butwhatwillyougivemeifIbringyourplaythingupagain?”．Herewemayask：howcanafrogsaywordslikehumans．Itisjustimagination．IntheFishermanandHisw／re，afishermancaughtafish，Flounder．butsethimfree．Hiswifeaskedhimtofindthefishandaskforalotoftreasure．Howcanafishhavesuchgreatpower?Itisalsojustimagination．SothebasicfactoroftheclassicrevisedGrimm’sFairyTalesiscolorfulimaginationandtheimaginationisthesoulofthefairytales．TheclassicrevisedGrimm’sFairyTalesbreakthelimitationsandobstaclesoftherealworld，andleadchildrengetoutoftherealworldtoadreamworld．WecantaketheLittleRed-Capforexample；thelittlered—cap’sgrandmotherwholivedintheforestwasillandshewenttoseehergrandmother．Onthewaytohergrandmother’shome，shemetwithagreatwolf．Whenthechildrenreadhere，theymayimaginewhatwillhappennext．Andintheirmind，thewolfwasverybad，soitwoulddobadthings．Whilethetalesmatchedwiththechildren’simagination．Andthewolfcheatedthelittlegirltopickflowersforhergrandmother．Whathappenednext?Thewolfswallowedupboththelittlered—capandhergrandmother．Thechildrenmayimagineatthismomentthattheymustbesavedbysomeone，andatlast．thegirlandhergrandmotherwassavedbyahuntsman．Thewholestory Chapter2EnhancingChildren’sCognitiveDevelopmentisfullofimaginationanddevelopedwiththechildren’simagination．IntheLittleBriar—Rose，theKingandtheQueenhadachildfinally．Theyheldafeatforher,whenitcametotheendtheWiseWomenbestowedtheirmagicgiftsuponthebaby．Whenelevenofthemmadetheirbestwishes，thethirteensuddenlycamein．ShewasangrythatshewasnotinvitedbytheKing．Soshecursedthelittlegirlthatshewouldprinkherselfwithaspindleattheageoffifteenandfalldowndead．Thechildrenwillbeveryangrywhiletheyreadthisandtheywillalsoworryaboutthefateofthelittlegirl．Theydonotwantthegirltodieattheageof15．Theymayimaginesomethingwillhappenandsodiditinthestory．Thetwelfthonesaidherwishthatthelittlegirlwouldnotdiebutsleepforonehundredyears．Sothelittlegirlwassaved．Butwhatreallyhappenedatthegirl’sfifteenyearsold?Thelittlegirlsleptfor100years，whatwouldhappennext．Inthechildren’simagination，theyhopeahandsomeprincewouldcometosavetheprincess．Andthestorydevelopedwiththechildren’simagination．ImaginationisthemainpartandthecoreoftheclassicrevisedGrimm’sFairyTales．ThepersonsintheclassicrevisedGrimm’sFairyTalesaretheonesintheimaginableworld；thethingsintheclassicrevisedGrimm’sFairyTalesaretheonesintheimaginableworld．Ifthereisnoimagination，thereisnofairytales．TheclassicrevisedGrimm’sFairyTalesmatcheswellwiththeimaginablepsychologyofthechildren．2．2．3EnrichingtheChildren’sKnowledgeTheclassicrevisedGrimm’sFairyTalescontainalotoftruthsaboutthenatureandthesociety．TheclassicrevisedGrimm’sFairyTalesusethesimplestoriesandtalestoexplainthecomplextruthssothatthechildrencanunderstandandlearnsomethingfromthestories．Asaresult，theclassicrevisedGrimm’sFairyTalescanattractthelittlereaders，andatthesametime，thechildrencanlearnalotfromthem．EveryclassicrevisedGrimm’sFairyTalehasatruthinit．Thefairytalesareoneofthebasicwaysforchildrentoseetheworldandthenature．Thefeatureofotherstylesofliteratureworksdecidethatthechildrencannotrelyonotherliteratureworks，suchastheadultnovel，theessays，thepoemsandsoontoknowmoreaboutthesocietyandthenature．Actually，childrenlearnalotfromthefairytalesintheirchildhood．TheyknowthebasicnaturalroleswhentheyreadtheGrimm’sFairyTales．Forexample，whenthereadtheFishermanandHis啦，theyknowthatthefishmustliveinthewateriftheygetoutofwater．theycannotsurvive．Sothefishbeggedthefishermantoletitgotothesea．WhentheyreadtheWolfandtheSevenLittleKids，thecanknowthatthewolfcaneatthegoats．Inthenature，somekindsofanimalsliveonotheranimals，suchthewolves．Andsomekindsoftheanimalsliveontheplants．suchthegoats．Theyknowsomebasicnaturalrules—12一 whenthereadtheGrimm’SFairyTales．AndtheyknowmoreabouttheplantsandanimalsmentionedintheGrimm’SFairyTales．Besides，thechildrencanunderstandsomesimplerelationshipofhumansinthesocietybythewayofreadingGrimm’SFairyTales．WhentheyreadthPLittleSnow—White，theymaybecomeveryangryaboutthedevilactionsoftheQueenwhowantedtokillthelittleSnow．Whitemanytimes．TheymaypraisethehuntsmanwhowasaskedtokillthelittleSnow．Whitebutlethergoatlast．ThechildrenmaylikethesevendwarfsbestbecausetheygavethelittleSnow—Whitethemosturgenthelp．IntheLittleBriar-RDse．thereweregoodandkindWiseWomenandabadWiseWoman．ThekindWiseWomengavethelittlegirlbestwishesandbestowedtheirmagicgiftsuponthebaby．WhilethebadWiseWomancursedthatthelittlegMwoulddieatherageoffifteen．SowhilereadingtheGrimm’SFairyTales，thechildrenknowthattherearebothgoodandbadpersonintherealworld．AstheyreadtheGrimm’SFairyTales，theyownsomesimpledistinguishableabilitybetweenthegood，thenice，thekindandthebad，theuglyandtheevil．EveryclassicrevisedGrimm’SFairyTaleimpliesakindoforsomekindsoftruth，thechildrencanbenefitalotwhilereadingthem．2．3InspiringtheChildren’SMentalityTheclassicrevisedGrimm’SFairyTalesarethebestwaytostimulatetheactiveemotionofthechildrenandgetridofthenegativeemotionofthechildren．ActuallythechildhoodisthebestperiodtOcultivatethechildren’Smentaldevelopmentandthefairytaleshavethespecialadvantagesintermofcultivationofthechildren’Smentality．WhenthechildrenreadtheclassicrevisedGrimm’SFairyTales，theyaretotallyfreeintheworldofthefairytales．Theydonothaveanypressurefromtheoutsideworld．AndtheclassicrevisedGrimm’SFairyTalesaretaleswhichthechildrenhavethemostinterestinandhavethedeepestimpressionon．SowhilethechildrenarereadingclassicrevisedGrimm’SFairyTales，theiremotionsaresincere，glad，stableandactive．TheclassicrevisedGrimm’SFairyTalesenrichthechildren’Semotion．IneveryclassicrevisedGrimm’SFairyTales，therearegoodandnicepersonsandthings，andatthesametime，therearebadanddevilones．InclassicrevisedGrimm’SFairyTales，therearesometalesthatcontainanimals．thewriterinsertedtheanimalssomekindofhumanthoughtsandcharacteristicsaccordingtothefeaturesoftheanimals．Throughthewordsandactionsoftheanimals，theGrimm’SFairyTalesreflecttherealworldofthehumanbeingsinsomeextent．Inthesetales．someanimalsareprizedandsupported，suchasthebirdsandthelittlepigeonsin一13． Chapter2EnhancingChildren’SCognitiveDevelopmenttheCinderella．ThefrogintheFrog—King．Ofcoursetherearealsosomeanimalsthatarecriticizedandsatirized．suchasthewolfintheLittleRed-Cap．IneveryGrimm’SFairyTales，therearegoodrolesandbadones．Childrencanknowthebasicmoralitythroughthesefairytales．Andtheycandistinguishthegoodandthebad，thekindandthedevilinsomeextent．WhentheyreadtheGrimm’SFairyTales，theywillsympathizeandlikethekindpersonsandthings，theywilldetestandhatetheevilandwretchedthingsinthetales．Forexample，whentheyreadtheLittleSnou’White．theyarefullofsympathytOthebeautifulandnicelittleSnow—WhiteandhatetheQueen，herstepmother，averywickedwoman．Fromthetales，childrencanlearnalot．Theyknowthatpeopleshouldbekind；theycannotbewickedliketheQueen．AlthoughtheclassicrevisedGrimm’SFairyTalesalwaystoldthelittlereaderastrangeorevenamysterytale，therereallyexistedsometruthinit．EveryclassicrevisedGrimm’SFairyTaletellsthechildrenatruthwhichisalwaysactiveandoptimistic．ThroughreadingtheclassicrevisedGrimm’SFairyTales，thelittlereaderscangetalotofmentalpabulum．Forexample，intheLittleSnow—White，thesevendwarfswereveryhelpfulandactive；theyhelpalottothelittleSnow—White．Sotheymaythinkifothershelpthemwhatshouldthey?Thechildrenmaythinktheyshouldalsohelpotherswhenothersneedhelp．Onlyiftheyhelpeachothertheycanlivetogetherhappily．WhiletheLittleRed-Captellsthelittlereadersthattheyshouldnotbelievethestrangers，especiallywhentheyarealone，andtheyshouldlistentotheworldandsuggestionsoftheirparents．Thechildrenareverypure，andtheLittleRed-Capcangivethemagoodlessonaboutit．Aftertheyreadthistale，theymaythinkwhatwilltheydoifthemeetastrangerandiftheymeetabadperson，whatcantheydo．Anotherexample，intheFishermanandHisw／re，thecouplewastogreed，theywantedalittlehut，thenagreatstonecastle，andthenhiswilewantedtObeKing，thenbeEmperor,thenbePop，thenevenwantedtobeGod．Butatlastshewasbackagaininthepigstyandgotnothingata11．TheFishermanandHis叼弓mainlywantstotellthereadersthatpeopleshouldnotbetoogreedandmaybetheywillgetnotingatlast．Afterthechildrenreadthistale，whatwilltheythink?Infact，everyclassicrevisedGrimm’SFairyTaleshavethesamefunctionstoedifythechildren’Smentality．．14一 Chapter3StimulatingtheChildren’SMoralDevelopment3StimulatingtheChildren’SMoralDevelopmentThechildhoodisthefirststageofthelife．Atthechildhood，thechildrenareimmatureandinnocent．Andthelimitationoftheirlifeexperienceandtheiragemakethemlacktheabilitytocorrectlydistinguishtherightandthewrong，thekindandthedevil．Theycannotmakeanoveralliudgmentaboutwhatisgoingonaroundthemeither．Intheperiodofthechildhood，thechildrenarecuriousabouteverything，whetheritisgoodorbad，rightorwrong．Andtheyareinclinedtoacceptthenewthings．ThechildhoodisthemostimportantstagetoCUltivatethechildren’Snicemorality．Ifthey,getgoodeducationaboutthemoralityinthechildhood，theywillformnicemoralityinthefuture．Iftheygetwrongviewsatfirsttheymayhavebadmorality．Sointhechildhood，itisquietnecessarytocultivatethechildrentoformnicemorality．asitcanlaythewayforthechildrentohavecorrectviewoflifeandrightsenseofvalue．WhilethefairytalesespeciallytheclassicrevisedGrimm’SFairyTaleshavetheiruniquewaystocultivatechildren’Snicemorality．Itsrichcontentanditsinterestingstoriesattractthechildrenmost．Itcanenlightenthechildren’Smentalqualityandstimulatethechildrentoformnicemorality．InsomeclassicrevisedGrimm’SFairyTales，therearequietbrightuglinessandbeauty．Forexample，intheLittleSnow—White，theLittleSnow—Whitewasnearlykilledseveraltimesbyherstepmother,thedevilQueen．ThesevendwarfssavedhertimeaftertimeandabravePrincesaveheratlast．IstheLittleSnow-Whiteniceornot，arethesevendwarfsgoodornot，isthePrincessbraveornot，andistheQueendevilornot?HowcanthechildrenmakejudgmentsonthemandhowcantheydefinitetheLittleSnow—White’SbeautyandtheQueen’Sugliness．WhiletheclassicrevisedGrimm’SFairyTalestransmitthehumanbasicvirtuetothechildren，suchasthehonesty，braveness，strong—wiliness，team—spirit，generosityandSOon．Alltheseareveryimportanttostimulatethechildrentoformgrandandnicementality．WhenthechildrenreadtheclassicrevisedGrimm’SFairyTales，theymayenterafairyworldwhichconsistsoftruefeelingandkindheartsandwheretheniceandthekindarepraised．Thechildrenmayseethemselvesinthisfairyworld，wheretheycanexpresstheirpressureandseetheirownfeeling．Inthefairyworld，thechildrencannothelpbeingattractedbythepersonsofthefairytales．Theyhavethesamefeelingwiththepersonsofthetales．Theywillconsciouslythinkaboutthedifferentrolesofthefairytalesandrelyingonthese，theywillgraduallyunderstandtherealrelationshipamonghumans．The，vwillalsograduallyappreciatethevariousmentalexperiences．TheclassicrevisedGrimm’SFairyTaleshavetheeternal．15． Chapter3StimulatingtheChildren’SMoralDevelopmentcharming．Ittransmitsthephilosophyoftheloveandhasthemagicpowertoleadthehumantobekindandnice．TheclassicrevisedGrimm’SFairyTaleswilluseitsownexpressionstotellthechildrenwhichisrightandwhichiswrong．Ithasmakethechildrenhavethebasicunderstandingaboutthewisdomofmentality3．1TheoriesAboutChildren’SMoralCognitionMoraleducationisbecominganincreasinglypopulartopicinthefieldsofpsychologyandeducation．Mediareportsofincreasedviolentjuvenilecrime，teenpregnancy，andsuicidehavecausedmanytodeclareamoralcrisisinournation．Whilenotallofthesesocialconcernsaremoralinnature，andmosthavecomplexorigins，thereisagrowingtrendtowardslinkingthesolutionstotheseandrelatedsocialproblemstotheteachingofmoralandsocialvaluesinoursociety．Systematicresearchandscholarshiponmoraldevelopmenthasbeengoingonformostofthiscentury，andeducatorswishingtoattendtoissuesofmoraldevelopmentandeducationmaymakeuseofwhathasbeenlearnedthroughthatwork．Thefollowingoverviewprovidesanintroductiontothemainperspectivesguidingcurrentworkonmoraldevelopmentandeducation．Onlyweknowthedevelopmentstagesofthechildren’Smoralcognition，canweknowthebestwaystoeducatethechildren．3．1．1Piaget’STheoryonChildren’SMoralCognitionJeanPiagetisamongthefirstpsychologistswhoseworkremainsdirectlyrelevanttocontemporarytheoriesofmoraldevelopment．Inhisearlywriting，hefocusedspecificallyonthemorallivesofchildren，studyingthewaychildrenplaygamesinordertolearnmoreaboutchildren’Sbeliefsaboutrightandwrong(1932／65)．AccordingtoPiaget，alldevelopmentemergesfromaction；thatistosay,individualsconstructandreconstructtheirknowledgeoftheworldasaresultofinteractionswiththeenvironment．Basedonhisobservationsofchildren’Sapplicationofruleswhenplaying，Piagetdeterminedthatmorality，too，canbeconsideredadevelopmentalprocess．Forexample，Ben，atenyearoldstudiedbyPiaget，providedthefollowingcritiqueofarulemade—upbyachildplayingmarbles：”itisn’tarule!It’Sawrongrulebecauseit"soutsideoftherules．Afairruleisonethatisinthegame”．Benbelievedintheabsoluteandintrinsictruthoftherules，characteristicofearlymoralreasoning．Incontrast，Vua，agedthirteen，illustratesanunderstandingofthereasoningbehindtheapplicationofrules．characteristicoflatermoralthinking．Whenaskedtoconsiderthefaimessofamade—uprulecomparedtoatraditionalrule，Vuareplied”Itisjustasfairbecausethemarblesaretarapart”(makingthegameequallydifficult)．一16． Chapter3StimulatingtheChildren’SMoralDevelopmentInadditiontoexaminingchildren’Sunderstandingofrulesaboutgames，Piagetinterviewedchildrenregardingactssuchasstealingandlying．Whenaskedwhatalieis，youngerchildrenconsistentlyansweredthattheyare”naughtywords”．Whenaskedwhytheyshouldnotlie，youngerchildrencouldrarelyexplainbeyondtheforbiddennatureoftheact：”becauseitisanaughtyword”．However,olderchildrenwereabletoexplain”becauseitisn’tright”．and”itwasn’ttrue”．Evenolderchildrenindicatedanawarenessofintentionasrelevanttothemeaningofanact：”AlieiSwhenyoudeceivesomeoneelse．TomakeamistakeiSwhenyoumakeamistake”．Fromhisobservations，Piagetconcludedthatchildrenbeginina”heteronymous”stageofmoralreasoning，characterizedbyastrictadherencetorulesandduties，andobediencetoauthority．Thisheteronomyresultsfromtwofactors．Thefirstfactoristheyoungchild’Scognitivestructure．AccordingtoPiaget，thethinkingofyoungchildrenischaracterizedbyegocentrism．Thatistosaythatyoungchildrenareunabletosimultaneouslytakeintoaccounttheirownviewofthingswiththeperspectiveofsomeoneelse．Thisegocentrismleadschildrentoprojecttheirownthoughtsandwishesontoothers．Itisalsoassociatedwiththeuni—directionalviewofrulesandpowerassociatedwithheteronomousmoralthought，andvariousformsof”moralrealism．”Moralrealismisassociatedwith”objectiveresponsibility”，whichisvaluingtheletterofthelawabovethepurposeofthelaw．Thisiswhyyoungchildrenaremoreconcernedabouttheoutcomesofactionsratherthantheintentionsofthepersondoingtheact．Moralrealismisalsoassociatedwiththeyoungchild’Sbeliefin”immanentjustice．”Thisistheexpectationthatpunishmentsautomaticallyfollowactsofwrong—doing．OneofthemostfamouscasesofsuchchildhoodthinkingwasthatoftheyoungboywhobelievedthathishittingapowerpolewithhisbaseballbatcausedamajorpowerblackoutintheNewYorkcityarea．Thesecondmajorcontributortoheteronomousmoralthinkinginyoungchildren，istheirrelativesocialrelationshipwithadults．Inthenaturalauthorityrelationshipbetweenadultsandchildren，powerishandeddownfromabove．Therelativepowerlessnessofyoungchildren．coupledwithchildhoodegocentrismfeedsintoaheteronomousmoralorientation．However，throughinteractionswithotherchildreninwhichthegroupseeksatoplaytogetherinawaya11findfair．childrenfindthisstrictheteronomousadherencetorulessometimesproblematic．Aschildrenconsiderthesesituations，theydeveloptowardsan”autonomous”stageofmoralreasoning，characterizedbytheabilitytoconsiderrulescritically，andselectivelyapplytheserulesbasedonagoalofmutualrespectandcooperation．The．17． abllltYtoactfromasenseofreciprocityandmutualrespectisassociatedwithashifiinthechlld’scognmvestructurefromegocentrismtOperspectivetaking。Coordinatingone·sownperspectlVewiththatofothersmeansthatwhatisrightneedstobebasedonsolutionsthatm∞tthereqmrementsoffairreciprocity．Thus，PiagetviewedmoraldevelopmentastheresuItotInterpersonalinteractionsthroughwhichindividualsworkoutresolutionswhicha11deemfair·Paradoxically，thisautonomousviewofmoralityasfairnessismorecompellingandleadstomoreconsistentbehaviorthantheheteronomousorientationheldbyyoungerchildren．3．1．2Kohlberg’sTheoryonChildren’SMoralCognitionLawrenceKohlberg(1969)modifiedandelaboratedPiaget’swork，andlaidthegroundworkforthecurrentdebatewithinpsychologyonmoraldevelopment．ConsistentwithP1aget，heproposedthatchildrenformwaysofthinkingthroughtheirexperienceswhichmcludeunderstandingsofmoralconceptssuchasjustice，rights，equalityandhumanwelfare．KohlbergfollowedthedevelopmentofmoraljudgmentbeyondtheagesstudiedbyPiaget．anddeterminedthattheprocessofattainingmoralmaturitytooklongerandwasmoregradualthanPiagethadproposed．(Cohen，D：2002：34)Onthebasisofhisresearch，Kohlbergidentifiedsixstagesofmoralreasoninggrouped1mOthreemajorlevels．Eachlevelrepresentedafundamentalshiftinthesocial—moraIperspectiveoftheindividual．Atthefirstlevel，thepre—conventionallevel，aperson"smoralJudgmentsarecharacterizedbyaconcrete，individualperspective．Withinthislevel．aStage1hete‘onomousorientationfocusesonavoidingbreakingrulesthatarebackedbypullisllrnent，obedienceforitsownsakeandavoidingthephysicalconsequencesofanactiontoDersonsandproperty·AsinPiaget’sframework，thereasoningofStage1ischaracterizedbvego-centnsmandtheinabilitytoconsidertheperspectivesofothers．AtStage2thereistheea。lYeme。genceofmoralreciprocity．TheStage2orientationfocusesontheinstrumental．pragmaticvalueofanaction．Reciprocityisoftheform，”youscratchmybackandI"llscratchyours·”TheGoldenRulebecomes，”Ifsomeonehitsyou，youhitthemback．”AtStage2onefollowstherulesonlywhenitistosomeone。immediateinterests．Whatisrightiswhat，sfairinthe8enSeofanequalexchange，adeal，anagreement．AtStage2thereisanunderstandingthateverybodyhashis(her)owninteresttopursueandtheseconflict，SOthatrightisrelative(mtneconcreteindividualistsense)．IndividualsattheconventionallevelofreasoninQ．howeVe。，haVeabasicunderstandingofconventionalmorality．andreasonwithanunde。standingthatnormsandconventionsarenecessarytoupholdsociety．Theytendtobeself-identifiedwiththeserules，andupholdthemconsistently．viewingmoralityasactingin．18． Chapter3StimulatingtheChildren’SMoralDevelopmentaccordancewithwhatsocietydefinesasright．ThesecondleveliStheconventionallevel．Withinthislevel，individualsatStage3areawareofsharedfeelings，agreements，andexpectationswhichtakeprimacyoverindividualinterests．PersonsatStage3definewhatisrightintermsofwhatisexpectedbypeopleclosetoone’Sself,andintermsofthestereotypicrolesthatdefinebeinggood—e．g．，agoodbrother,mother,teacher．Beinggoodmeanskeepingmutualrelationships?suchastrust，loyalty，respect，andgratitude．Theperspectiveisthatofthelocalcomnmnityorfamily．Thereisnotasyetaconsiderationofthegeneralizedsocialsystem．Stage4markstheshiftfromdefiningwhatisrightintermsoflocalnormsandroleexpectationstodefiningrightintermsofthelawsandnormsestablishedbythelargersocialsystem．Thisisthe”memberofsociety”perspectiveinwhichoneismoralbyfulfillingtheactualdutiesdefiningone’Ssocialresponsibilities．Onemustobeythelawexceptinextremecasesinwhichthelawcomesintoconflictwithotherprescribedsocialduties．Obeyingthelawisseenasnecessaryinordertomaintainthesystemoflawswhichprotecteveryone．Finally，thepost—conventionallevelischaracterizedbyreasoningbasedonprinciples，usinga”priortosociety”perspective．Theseindividualsreasonbasedontheprincipleswhichunderlierulesandnorms，butrejectauniformapplicationofaruleornorm．Whiletwostageshavebeenpresentedwithinthetheory，onlyone，Stage5，hasreceivedsubstantialempiricalsupport．Stage6remainsasatheoreticalendpointwhichrationallyfollowsfromthepreceding5stages．Inessencethislastlevelofmoraljudgmententailsreasoningrootedintheethicalfairnessprinciplesfromwhichmorallawswouldbedevised．Lawsareevaluatedintermsoftheircoherencewithbasicprinciplesoffairnessratherthanupheldsimplyonthebasisoftheirplacewithinanexistingsocialorder．Thus，thereisanunderstandingthatelementsofmoralitysuchasregardforlifeandhumanwelfaretranscendparticularculturesandsocietiesandaretobeupheldirrespectiveofotherconventionsornormativeobligations．Thesestages(1—5)havebeenempiricallysupportedbyfindingsfromlongitudinalandcross—culturalresearch(Powereta1．．1989)．Accordingtotherulesofthechildren’Smoraldevelopment，thechildren’Smindisconcreteanddirect．Becausetheyhavealowermoralcognitiveabilityandtheyhaveshortofmorallifeexperience，theycannotunderstandthemoralsystemdeeplyandcompletely．Whattheycanunderstandisthesimpleandconcretethingswhichhavedirectconnectionwiththemorwhichtheyhaveexperienced．Theeducationormoralbookswhichdepartfromtherulesofthechildren’Smoraldevelopmentwillcultivatetheimmoralchildren．WhiletheGrimm’SFairyTalesisanexcellentchildren’SbookwhichwaswrittenbyGrimmBrothersaccordingto—19一 Chapter3StimulatingtheChildren’SMoralDevelopmentthechildren’Smoraldevelopment．AstheGrimm’SFairyTalesisamasterpieceintheworldofthechildren’Sliteratureanditcanfittheregularityofthechildrencognitivedevelopment．Itcontainsalotofsimplebutdeepmoralwisdomsandshowthemclearlytothechildren．Therearealotofimaginations，exaggerationsandotherrhetoricsintheGrimmFairyTales．Andthroughtheserhetorics，thechildrencanhaveavivid，visualanddirectvisionandconcept．TheGrimm’SFairyTalescanteachthesevirtuesthroughtheexcellenttalesandletthechildrenhavedirectcommunicationofconvictionsⅥ，iththerolesinthefairytales．ThroughtheGrimm’SFairyTales，thechildrencanhaveanopportunitytoknowthesevirtuesanddevelopthesevirtues．3．2ImplicatingtheWisdomofMoralityHowcanwemakethechildrenliveandstudyhappilyeveryday,howcanwemakethemownthequalityofbravenessandstrong-wilinesstofacewiththedifficultiesandfrustrations．EveryclassicrevisedGrimm’SFairyTalesimplicatesadeepphilosophyofthehuman．Theycontainalotofwisdomofmoralitywhichthechildrencanlearnalotfromthem．IntheclassicrevisedGrimm’SFairyTales，therearegoodandnicepersonsaswellasbadanddevilones．Thechildrencanhaveaclearunderstandingofwhatisgoodandnicewhiletheyreadthefairytales．Atthesametime，theywilllearnwhatisbadandwhattheyshouldnotdo．TheclassicrevisedGrimm’SFairyTalesimplicatealotofwisdomofmorality，suchasbraveness，generosity，kindness，smartnessandSOon．TheCinderellatellsthechildrentheyshouldnotjustseethesurfaceofthethingsandtheniceoneswilbefoundatlast．TheFrog—Kingtellsthemthattheyshouldkeeptheirwordsiftheymakeapromisetosomeone．WhiletheLittleRed-Capimpliestothemthattheyshouldnotbelieveinsomeone，asthestrangermaybeabadman．Actually，theclassicrevisedGrimm’SFairyTalesarefullofthephilosophyofthemorality．AndthechildrenmustbenefitalotwhentheyreadtheclassicrevisedGrimm’SFairyTales3．2．1TheKindnessBeingtheBasisoftheClassicGrimm’SFairyTalesTheclassicrevisedGrimm’SFairyTaleswascollectedbytheGrimmBrothers，andtheycontaintheexperiencesofthehumans．ThetalesintheclassicrevisedGrimm’SFairyTalesareverytouchingtoeverychild’Sheart．TheclassicrevisedGrimm’SFairyTalestransmittheloveandkindnessamongchildrengenerationaftergeneration．Thechildrenenjoyreadingthestoriesfulloflove．Maybetheydonotunderstandclearlywhatloveis．Buttheyareeagerforit．WhiletheclassicrevisedGrimm’SFairyTalesarefilllof10veandkindness．Intheclassic一20． Chapter3StimulatingtheChildren’sMoralDevelopmentrevisedGrimm’sFairyTales，thechildrencanhavealotofemotionalexperiencesandunderstandingaboutlife．TheclassicrevisedGrimm’sFairyTalesshowthechildrenlivelinessofthelittleanimals，sincerityofthefriendshipandtherelationship．Alltheseattractthechildren’spureandinnocenthearts．Actually，ineverychild’sheart，theyhopetheyarekindandnice，theyhopetheywerethePrinceandthePrincesstogiveothersloveandhelp．SowhentheyreadtheclassicrevisedGrimm’sFairyTales，theirmindsarechanged，andtheywillpursuitthekindnessintherealworld．(Zips，Jack：2002：65)EveryclassicrevisedGrimm’sFairyTaleprizedthekindnessoftheworld，whetherdirectlyorindirectly．Forexample，theCinderellaintheCinderelladidnotgetlovefromherstepmotherandherfather，andherstepmotheralwaysill—treatedher．Butshedidnotbecomebadanddevilbecauseofthis．Shecherishedherloveandtoldherlovetohermotherandusedthelovetothelinlebirdsandthebigtrees．Atmost，shedidnotgiveuppursuingthegoodthingsbecauseofhersuffering．Althoughshewasill-treatedbyherstepmotherandhersisters，shegotthehappinessatlast．Thistaleistransmittingtheloveandkindnesstothelittlechildren．Atthesametimethetaletellthechildrenthattheyshouldbekindandfulloflove．Iftheyhaveakindheart．theywilllivehappilyeveryday．Atthesametime．whentheyreadtheendofthemotherandherowntwodaughters，theycanlearnthatifonepersonhasabadheart，whichiffullofenvy．Thensheorhewillliveunhappilyeverydayandtheirendwillbebadatlast．SotheclassicrevisedGrimm’sFairyTalesarefullofkindnessandlove．Andthechildrencanlearnalotfromthem．Thereisanothergoodexamplewhichgivesthechildrenanegativeexample，whichistheFishermanandHisWife．Therewasacouplewholivedonfishingeverydayandtheirlifewasveryhard．Theydidnothaveanythingexceptaraggedboatwhichthefishermanusedtocatchfish．OnedaythefishermancaughtaFlounder,whichwasaprinceinfactandwascursedbyawitch．TheFlounderbeggedthefishermantoreleasehimandthefishermanpromisedhimandlethimgotothesea．Whenthefishermangothome，hetoldhiswife．WhilehiswifeaskedthefishermantofindtheFlounderagainandagain．Atfirst，thewifeofthefishermanwantedahut，thenagreatstonecaste．TheFloundergavethema11．Butthefisherman’swilewasmoreandmoregreedy．LatershewantedtobeKing，beEmperor,andthenbePope．TheFloundermadetheallthewoman’srequestcometrue．Evenifthefisherman’swifegotsomanythingsandgotsohighstatus，shewasstillunsatisfied．Thenextday，sheevenwantedtobeGodsothatshecouldorderthesunandthemoontorise．Butthistimedidnotconsenttoherrequest．TheFloundertoldthefisherman：”gotoher,andyouwill。21． lindherbackagaininthepigsty．”Andtheretheyarestilllivingthisday．Thistalestellsthechlldrenthat‘heyshouldnotbetoogreedy．Iftheyaretoogreedy,theywillneversatisffwithwhattheyhavealready，andtheywillneverbehappy．whlle1nthe￡豇7leSnow—White,aQueengavebirthabeautifulgirl．ButunfortunatelvtheQueenpassedawaysoonafterthegirlwasborn．Afterayearpassed，theKingtooktohimselfanotherw1掀ThisQueenwasverydevil，andshecouldnotbearanyoneelsewasmorebeaut删thanher．ButastheSnow—Whitegrewup，shebecamemoreandmorebeautm止evenmorebeau‘ifulthantheQueen．SotheQueentriedeverymeanstol(illtheSnow-White．ButeVerYtimeshefailedtokillher,andattheend，thelittleSnow—WhitewassavedbvaPrlnceand‘heygotmatried·WhilethewickedQueenwasforcedtoputonthered。hotshoes．anddanceuntilshedroppeddowndead．ThistalewilltellthechildrenaIotoftmths．FirSttheyshouldbenicetoothersandthenotherswillbenicetoyou．Second，theyshouldnotbetooenVy，asenVYwillletthemlosesense．Third，thetaletellsthechildrenthattheyshouldbekindandnice．Andtheevilpeoplewillbepunishedatlast．Ine。ea。emanYklndsofnicemoralitiesintheclassicrevisedGrimmtsFairyTales．rhP(觑r￡以咖0Childmainlytellsthechildrenthattheyshouldbehonestortheywill10sealotoftnmgs，eventhemostpreciousthingstheyhave．Iftheyknowtheirmistakesandcorrectthem1mmediately，‘heYw111beforgiven．TheFaithJulJohnmainlytellsthechildrenthatthe龋endsshouldbelieveeachotherandhelpeachotherfromtheheart，thentheycangetthebestandwannest腧ndshiP·TheLittleRed-Captellsthechildrenthattheyshouldnotbelieveinotne。sandtheYshouldlistentotheirparents’suggestions．IntheWolJandthPSevP，2Litt，PK。ds，thelittlegoatescapedthewolfandsavedhisbrothersandsisterswithhismother．IttellsthechlJd。enwhentheYmeetdifficultiesordangers；theyshouldbecalmandaskhelD矗omtheadults·AlltheclassicrevisedGrimm’sFairyTalestellthechildrentobeniceandkind．Astheniceandthekindcangetahappylifewhilethedevilandthebadwillbepunishedatlast．3．2．2TransmittingtheVirtueofHumansAJthoughweconsiderthechildrenarethemainreadersoftheGrimm·sFairyTales．buttheGrimm"sFairYTalesarenotjustsimpleandeasy，thethemeofeverytaleintheclassicreVlsedGrimm"sFairyTalesisverydeepandtoughing，someevenarealittleserious．ThecJas51c。eVl8edGnmm’sFairyTalescontainalltheexperienceswhichonepersonwiIIfacewithmhiswholelife，suchasthehappiness，thesadness，thelove，thedespair，thefairandeventhedeath．Asachildgrowsup，hewillfacewithalotofsuchexperiences．Whiletheunmm‘s卜alrYTalesusetheirownfeaturesofarttoleadchildrentothinkaboutsuchthinQsin一22— Chapter3StimulatingtheChildren。sMoralDevelopmentthereallife．Thechildrencanknowthebasicdifferencesfromthegoodtothebad．AstheclassicrevisedGrimm’sFairyTalestransmitthevirtueofhumans，hechildrencanlearnthemeaningofthevirtueunconsciouslywhiletheyarereadingtheGrimm’sFairyTalesandunderstandwhatisreallyhonesty，braveness，kindness，cooperation，generosityandsoon．Infact，theclassicrevisedGrimm’sFairyTalesareonepartofGermancultureaswellasonepartoftheworld’sculture．Theyhavedeephistoricalandrealisticbackground．WhenthechildrenreadtheGrimm’sFairyTales，theywillgetknowntothecultureandthespiritofthenationwhicheithershowsthechildrenacertainsociallifepattern，orlooksforwardtoanicefuture，oradvocatecertainethicandmoralnotionsandwayofacts．theGrimm’sFairyTalescanhelpthechildrengetridofnegativefeelingandletthechildrenlearnthewisdomofthehumans，thesocialcustomsandvariousvirtues．TheGrimm’sFairyTalesarejustlikeaculturalceremony，everyonewhojoinsinthisceremonywillcomprehendthecultureandthewisdompasseddowngenerationfromgeneration．WhenthechildrenreadtheGrimm’sFairyTales，theywillgraspthenationalspiritandthevirtueofthenationandtheworld．TheGrimm’sFairyTalesarebeyondtherealworld．Theybreaktherulesandthelogicoftherealworld．Atthesametime．theGrimm’sFairyTalesarealsoreflectionsoftherealworld．Theytransmitthetruthswhicharemorerealisticoftherealworld．Theytransmitthevirtuewhichtherealworldpraiseshighly．ThechildrenliketheGrimm’sFairyTales，andalotofclassicrevisedGrimm’sFairyTaleshavebecomeonepartoftheirmemories．TheclassicrevisedGrimm’sFairyTalesleadthechildrentobecomeapersonwithgoodvirtueandmorality．WhentheyreadtheBrotherandSister,thechildrenknowthattherelationshipamongrelativesisthemostprecious．Onmatterwhattheirrelativesare，theyshouldhelpandsupporteachother．Andbeside，thistalealsotellsthechildrenthatdevilpersonwillbepunishedatlast：justastheQueenandherdaughter．Theywantedtokillthesisterandbrotherbutatlasttheywerekilledbytheirdevilheart．Sofromthistalethechildrenwillknowthattheyshouldbeniceandkindperson．WhentheyreadtheThreeSnake—Leaves，thechildrenwillhatetheprincess’ungratefulactions．Sheevenwantedtokillherhusbandwhohadsaveherwithherlover．Theywillappreciatetheyouth’sgenerosityandkindness．Buttheendiswhatthechildrenwanttosee．Theyouthwassave．whilethedevilprincessandheraccomplicewereplacedinashipwhichhadbeenpiercedwithholes，andsenttosea，wheretheysoonsankamidthewaves．Sothetaletellsthechildrentheyshouldbegratefultowhoeverhelpsthem．Theyshouldbekindandgenerousastheyouthinthetale．Theyshouldusevariouspressurestoprotectthemselves．TheclassicrevisedGrimm’sFairyTalescontaina．23． Chapter3StimulatingtheChildren’SMoralDevelopment————————————————————————————————————————————————————————————————一loIofallegoricalstorieswhichinflectthetrue，theniceandthekindoftherealworld．IntheworldoftheGrimm’sFairyTales，thechildrenseevariousprotagonists．Andthroughtheirexperiences，theyalsoexperiencethehappinessfromtheirfriend’Ssupport，thepowerofthecooperation，thenicetyofthegenerosity，therepayofthekindnessandthevalueofthebraveness．Inaworldfulloffreedom，imaginationandhappiness，theclassicrevisedGrimm’sFairyTalestransmitthevirtueofhumans．Andthechildrenlearnthebasicstandardstodistinguishthegoodandthebad，thekindandthedevil．Throughreadingthestories，thechildrenknowwhattheycando，whattheyshouldnotdo，howtheygetalongwithothers．Asthechildrengrowup，thestoriesarerememberedintheirmind，theycanseethemselvesinthefairytales．Whenthechildrenarestrugglingtomakeachoicebetweenthegoodandthebad，theclassicrevisedGrimm’SFairyTalescanbethebeaconoftheirlife．TheclassicrevisedGrimm’SFairyTalescanleadthemtorethinktheirownbehaviors．3．2．3CultivatingtheChildren’SVirtueAsweknow,theclassicrevisedGrimm’SFairyTalesaretheclassicofthehuman’Sculture，astheirbeautycanberememberedforeverinourminds．Manyyearslater，wecanstillremembertheclassicrevisedGrimm’SFairyTaleswhichweheardinourchildhood．TheCinderellaworethegoldenslipperanddancedwiththePrince，whentheclockclickedtwelve，wefeelmoreandmoreanxiousabouttheCinderella’Sdepart．WeallhopethattheCinderellaandthePrincecanlivetogetherhappily．WhentheyreadtheMotherHolle，theyfeelhappyfortheprettyandindustriousdaughterasthisgirlisverykindandindustrious．theyhatetheotherdaughterwhowasveryuglyandidle．Butthemotherwasfondertotheuglydaughterasshewasherowndaughter．Whiletheothergirlwhowasastep—daughter,wasobligedtodoallwork．LaterthenicegirlmetMotherHolle，whotreatherverywellandgaveheralotofgoldwhenshewentbackhome．ThelazygirlalsowantedtogetthegoldandshewenttoseetheMotherHolle，butshewasSOlazythattheMotherHolledidnotlikeherata11．TheMotherHollelethergoandshewascoveredwithpitchandthepitchcouldnotbegotoffaslongasshelived．Whenthechildrenreadthistale，theywillbeveryexcitedasthebadandlazygirlgotpunishedatlast．Andtheywillbealsorelaxedasthenicegirlgotrepaidforherkindness．Theeager,theexcited，thehate，thegladintheclassicrevisedGrimm’SFairyTalesaretheearliestspiritfeelingofthechildren．Suchfeelingsalsohelpthechildrentohavethefirstunderstandingoftherealworld．periodofthechildhoodisthepreparationfortheadultandthechildhoodisalsoa．24— Chapter3StimulatingtheChildren’SMoralDevelopmentveryimportantperiodforthechildrentoprepareforthefutureSoweshouldprotectthechildhoodofthechildrenandletthechildrenactfreelyintheworldofthefairytales．Weshouldgivethemahappyandgladchildhood．WhenthechildrenreadtheclassicrevisedGrimm’SFairyTales，theyseemtoenterintoaimaginableworld，wheretheyarefreeofanypressurefromtherealworld．Insuchafairyworldwithaclearly—distinguishedgoodanddevil，thechildrenformtheirowncharacteristicsunconsciouslyandtheyalsoimaginetheidealworld．Atfirst．hewasauglyfrog，laterhebecameahandsomePrinceintheFrog—King，thewomanwasSOgreedythatshegotnothingatlastintheFishermanandHisNfe．shewasniceandkindbutill—treatedbyherstepmother，butshenevergaveupherownkindnessandherpursuitofhappiness，andatlastshegotallintheCinderella，thelovelyLittleRed—CapwascheatedbythewolfandwassavebyahuntermanatlastintheLittleRed-Cap．AllthesevividDortraitscannotonlyenrichthechildren’Schildhood，butalsocultivatetheirmoralityofthetrue，thegoodandthebeautiful．TheclassicrevisedGrimm’SFairyTalescanhelpthechildrentosettheirdreamsfreeandhelpthemtoenjoythebeautyandnicetyoftheworld．TheclassicrevisedGrimm’SFairyTalesmakethechildrenknowthatthereareboththegoodandthebadintheworld．Andtheyshouldbegoodandkind．TroughreadingtheclassicrevisedGrimm’SFairyTales，theyhavethebasicmoralstandards，which1aythefoundationforthedevelopmentoftheirvirtueandmoralityastheygrowup．3．3InspiringtheDevelopmentofChildren’SMoralityThegoodfairytalesarelikethesunshine．shiningtheroadofthechildhoodofeverychild．Thegoodfairytalesareliketherain，wateringthelittleheartofeverychild．WhiletheclassicrevisedGrimm’SFairyTalesaresuchgoodfairytales．Theyarethebesttalestocultivatethechildren‘Smorality．TheclassicrevisedGrimm’SFairyTalescontainsalotofviIrtueswhicharethemostbasicandclassictruths．TheclassicrevisedGrimm’SFairyTaleshavetheirowncharmingandtheyarelovedbychildrengenerationaftergeneration．Theworldofthefairytalesiscolorfulandsimple；itisjustlikeaparadiseforthechildrenasthechildren·Sworldisalsosimpleandfullofnicety．Sothefairyworldisjustsuitablefortheworldofthechildren’Spsychologicalworld．Intheworldofthefairytales，thereareclearniceanddevil．Andthenicewilldefeatthedevilatlast．TheclassicrevisedGrimm’SFairyTalestellchildrenthemeaningofthevirtues．Ifweregal·dtheclassicrevisedGrimm’SFairyTalesasanangle，thenthisanglenotonlyhasthebeautifulappearance，butalsoowndeepwisdomofmorality．Itspreadsitswingsof一25— imaginationandfliesfreelytoplanttheseedofloveandnicetyintheheartofthechildren．TheclassicrevisedGrimm’SFairyTalesstimulatethechildren’SgrowthofmoralityandDlantthenobleemotionsofhumansinthemindofthechildren．TheclassicrevisedGrimm-sFairvTalescaninspirethechildren’Smindandaction．Theycanalsoenrichthechildren，smindsandsetgoodexamplesforthechildren’Sbehaviorsinthefuture．TheclassicrevisedGrimm-sFairyTalescontainalotofwisdomandtheoriesofthevirtueandmoralitv，sotheclassicreVisedGrimm’SFairyTalescaninspirethedevelopmentofchildren’Smoralitv．ThevCallinspirethechildren’Smoralityandstimulatethechildrento1eamthemoralitvself-consciously。3．3．1InspiringtheChildren’SMoralEmotionEverychildarefullofandcuriosity，whichisacommonfeatureofthechildren’scharacteristics，whiletheclassicrevisedGrimm’sFairyTaleshaverichwhichhasthegreatestattractionstothelittlereaders．ThismakeschildrenreadtheclassicrevisedGrimm’SFairyTalesactively．Whenthechildrenreadthefairytaleswithfullheart，theywillforgettherealworldandenterintotheworldofthefairytales，inwhichthevareeagertohelpthekindandthegood，andtheyaredisgustedtothebadandthedevil．Actuallvwhenthechildrenreadsomethingunconsciously．orwhentheyaretaughtunconsciously,theycanobtaintheusefulthingsinthebooksorothers，suchasthegoodmorality，muchbetter．Forexample，whatcanthechildrenlearnwhiletheyarereadingtheFishermanandHisWife?Infact，theFishermanandHisWifetransmitsadeeptruthoflifethatispeoplecannotbetoogreedyortheywillgetnothingatlast．Besides，italsotellsthechildrenonepersoncannotrelyonotherstogetwhattheywant；theymusttrytheirownbesttogetwhathewants．SometruthorphilosophyareSOdeepandabstractthatmanychildrencannotunderstandCOmpletelvatonce，buttheseedsofthenice，thegood，andthebeautifulinthechildren’sheartwillblossominthefuture．WecansaywithoutanydoubtthatthepowerwhichthefairvtalesinspiretothechildrenisSOgreatthatthechildrenwillhaveaveryclearattitudetoDraisethenicethingsandhatethebadthings．IfyouaskthechildrenwhotheylikeintheclassicrevisedGrimm’SFairyTales，theywilltellyoumanycharactersofthefairytales．suchastheFrog。King，Cinderella，LittleRed—Cap，LittleSnow—WhiteandSOon．AllthesecharactersintheclassicrevisedGrimm’SFairyTalestransmitthegoodmoralityandvirtuetothechildren．theFrog—Kingeducatesthechildrentokeeptheirworlds，theCinderellatellsthechildrennevertogiveuptheirdreamnomatterwhatdifficultytheymeet，theLittleRed—Captellsthechildrennevertobelieveinthestrangers．andtheLittleSnow—Whitetellsthemtobekindto一26． Chapter3StimulatingtheChildren’SMoralDevelopment————————————————————————————————————————————————————————二一一一others，ifonepersonaredevilliketheQueeninthetale，heorshewillbepunishedatlast．TheclassicrevisedGrimm’sFairyTalesenrichchildren’smorality，andthechildrenreadfreelyintheworldofthefairytales．InthebeautifulimaginableworldoftheclassicrevisedGrimm’Sfairytales，thechildrenlearnalotofgoodmoralitiesunconsciously，suchashonestⅥbraveness，generosity,kindness，cooperation，theimportanceofthefriendshipandtherelationshipandSOon．TheclassicrevisedGrimm’SFairyTaleshavemanybeauties，suchasbeautvofenlotion．beautYoflanguage，beautyofsettling，beautyoffeelingandSOon．Sowhenthechildrenread‘heclassicrevisedGrimm’sFairyTales．theyenjoyalotofbeauties．ThebeautvofmoraIitiesandV1rtHeintheclassicrevisedGrimm’sFairyTalescanmakepeoplenobler．NowadavsthechildrenhaVemorepressurefromtherealworld．WhiletheclassicrevisedGrimm，sFairvTalescanbuildarelaxed，comfortable，sweet，andwarmfairyworldfrothem，wheretheirmlndcanbepurifiedandtheycanforgettheworriesandanxiousness．Allthesecanstimulatethehealthydevelopmentofthechildren’smentality．Allthesecaninspirethehealthvdevelopmentofthechildrentsm。ralemotion．。3．3．2MakingtheChildrenComprehendtheMoralityTheclassicrevisedGrimm’sFairyTalesarebeautifulplantsaswellasbeautifulsongs．IheYarefullofwisdomofmorality．Atthesametime，theycanleadandstirnulatethechildrentolearnthewisdomofthevirtueandmorality．Asinthefairyworld，thechildrenlivemamoreboardedworldofimaginationthantherealworld，andtheycanplaymorer01esinthis1maginableworld，suchasthebraveprince，thebeautifulprincess，thelovelvandlittleanlmaJswhlchcanspeak，andanyotherkindpeople．Alltheserolesarelovedandadoredbvthechildren·Theycanbeawindoworadoorforthechildrentocomprehendthewjsdomofthemoralityandvirtue·Theywillfollowthesevirtuesandmoralitiesafterthevreallvcomprebendthem·intheworldofclassicrevisedGrimm’sFairyTales，thechildrenarehappyandfree,theYusetheirownwaystocomprehendtheloftinessofthemoralityandDlainttheirbeautifullife·Theywillbemoreactiveandself-conscioustodeveloptheirownmoralitvandvirtue．Here1SagoodexamplefromwhichwecanseehowtheclassicrevisedGrimmtsFairvTalesleadthechildrentolearnthevirtuesandmoralitiesactively．ThPCi门de坨ll臼istheoneofthemostexcellenttalesintheclassicrevisedGrimm’sFairyTales．ThecuteCinderellawasapoo。91rlwhosemotherwasdead．Oneyearlater,hisfathertookanotherwife，andthewomanbroughtwlthhertwodaughters．Threeofthemwereveryvileandblackofhea九．Thev1etthe．27— Chapter3StimulatingtheChildren’sMoralDevelopmentCinderellaworkfrommorningtillnight．AlthoughtheCinderellawasill—treatedbyherstepmotherandhersisters，shewasstillpiousandgood．Whenthefatheraskedthethreedaughterswhattheywanted．Histwostep—daughterswantedbeautifuldressesandpearlsandjewels，buttheCinderellaonlywantedthefirstbranchwhichknockedagainsthisfather’shatonhiswayhome．Fromthispart，thechildrencanlearnthatCinderellawassogoodandsimpleandtheyshouldlearnfromher．Latersheplantedthebranchonhermother’sgraveAlthoughCinderellasufferedalot，shenevergaveupthepursuitofhappiness．Thekingofthecountryorderedafestivalandalltheyounggirlswereinvitedinorderthathissonmightchoosehimselfabride．WhenCinderellaheardaboutthisnews，shealsowantedtogothefestival．Butherstep—motherdidnotallowedhertogoandcreateddifficultiesforher，atfirstsheaskedCinderellatopickthelentilsoutoffromtheashesintwohours，theninonehour，theninhalfanhourCinderellafinishedallthesetaskswiththehelpofthepigeons，theturtle—dovesandthebirds．Fromthispart，thechildrenmaygetveryangrywiththestepmother．Theymayhatethestep—motherasshewassobadtotheCinderella．Atthesametime，theyfeelrelaxedforCinderellaasthelittlegirlwassokindthatthebirdscametohelpher．Sofromthisthechildrencanunderstandtheyshouldbekindtoothersthentheycangethelpfromotherswhentheyareintrouble．Butthechildren’sheartscannotcalmasherstep—motherstilldidnotlethergotothefestival．ThechildrenmustbeasanxiousasCinderella，butthebadmothercouldnotsucceed．Cinderellawenttohermother’sgravewhereshegotagoldandsilverdressandsilkandsilverslippers．Sheputonthemwithallspeedandwenttothewedding．Whenthechildrenreadheretheycangetthetruththatthegodwillblessthegood．Intheweddingjtheprincessjustdancedwithher．Butwhentheclockclickedtwelve，Cinderellamustleave．Thenextevening，sheworemorebeautifuldressandwenttothewedding，andtheprincejustdancedwithher．ThechildrenfeelhappyforCinderellaastheythinkCinderellawaskindandniceandshecanmarrywiththeprince．Butinthethirdevening，theprincehademployedaruseandhadcausedthewholestaircasetobesmearedstuckandwhenCinderellarandown，herleftslipperremainedstuck．Thenextmorning，theprincetoldhisfatherthatthegirlwhosefeetfitthisgoldenslipperwillbehiswife．ThelittlereadermayfellveryexcitedasthegoldenslipperwasCinderella’s．Butthedevilstep—motherwantedherdaughtertobetheprince’swifejsoshecutherfirstdaughter’stoeoffandcutherseconddaughter’sheeloff．Thestepmother‘scrueltywasclearlyseenbythelitterreadersbutevensotheydidnotstillgetwhattheywanted．Theirtrickwasdisclosed．Thentheprinceaskedthefatherwhetherhehadanotherdaughter,thefatherdidnotwantCinderellashowherselfasshe．28— Chapter3StimulatingtheChildren’SMoralDevelopmentwassodirty．Buttheprinceabsolutelyinsistedonit．AndatlastCinderellaputonthegoldenslippertheprincerecognizedherandtookCinderellaonthishorseandrodeawaywithher．Herethetaleteachesthechildrenanimportantclass：theyshouldnotmakejudgmentjustaccordingtothesurfaceortheappearanceofoneperson．Theinnerqualityisthemostimportant．IntheendtheweddingbetweentheprinceandCinderellawastobecelebrated，butthefalsesisterscameandwantedtogetintofavorwithCinderellaandsharehergoodfortune，butthepigeonspeckedtheireyes．Andthus，fortheirwickednessandfalsehood．theywerepunishedwithblindnessalltheirdays．Intheend，thechildrenknowthatthedevilandbadpeoplewillgetpunishedatlast．AndtheCinderella，thechildrencanlearnmorethings．Firstisbasictrust．AlthoughCinderella’Smotherwasalreadydead，hercaretoCinderellaneverstopped．Everytime，whenCinderellawassad，shewouldgotohermother’Sgraveandhermotherwouldtransmitherlovethroughthedovesandotherbirds．Secondisautonomy，Cinderellahasnogoodlivingcondition，andeverydayshemustdoalotofthins．Butshenevergaveuptothehardlife；shecouldnotdependonherfatherandherstepmother,SOshemustbeindependent．Thirdisi。ni‘ti’ati‘ve．Cinderellaaskedherfathertogetheralittlebranchandsheplantedthelittlebranchherself．Shewateredthebranchwithhertearsandprey．Thebranchgrewuptoabigtree．ThisprocessshowsthechildrenCinderellawasinitiative．FourthiSindustry．Cinderellawasadiligentgirl．Everyday,shemustdoalotofthingsandshecoulddothemwell．Thefifthisidentity．Cinderellaranawayseveraltimesfromthewedding，shedidnotletthePrincethinkshewasaprincess．AtlastthePrincefoundherandknewshewasjustacommongirl．CinderellagotthePrince’Slovethroughthetrueherself．Buthersistersuseddeceptionandatlasttheyjusthurtthemselves．EveryclassicrevisedGrimm’SFairyTaleisveryinterestingandmovingandteacheschildrenalot．AlltheclassicrevisedGrimm’SFairyTalesarefullofimaginationsandattractthechildrenverymuch．Thechildrencanlearnalotofwisdomofmoralitywiththedevelopmentofthetales．Aftertheyreadthetalestheymaythinkthatwhattheyshoulddo，whattheyshouldbe．Allthesecanbeimportantforthedevelopmentoftheirmorality．3．3．3HelpingtheChildrenFormtheRightViewofMoralityTheclassicrevisedGrimm’SFairyTalescanhelpthechildrentosettherightviewofmorality．WhenthechildrenarereadingtheclassicrevisedGrimm’SFairyTales，theywillbeattractedbythepeople，thebehaviors，thesettingsandthemeaningsofthetales．Theywillhavestrongfeelingswhentheyreadthetales．Theywillcomparethegood，theniceandthe．29． Chapter3StimulatingtheChildren’sMoralDevelopmentbeautifulwiththebad，thedevil，theuglyandlearnalotfromthiscomparison．Atthesametime，whenthechildrenenjoytheclassicrevisedGrimm’sFairyTales，theywillpursuitthegoodcharactersandsettherightviewofmorality．Intheworldofthefairyworld，thepiousandgoodCinderellagothelpfromthewhitepigeons，theturtle—dovesandallthebirdsandmarriedtheprince．InthetaletheSevenRavens，thelittlegirlknewthatshewastoblameforthemisfortuneofherbrothersandshedeterminedtosavethem．Shehadnorestorpeaceuntilshesetoutsecretlyandwentforthintothewideworld；letitcostwhatitmight．Shewentcontinuallyonward，far，far,totheveryendoftheworld．Whenshemetthesunandthemoon，theyallwantedtoeather,andatlastthestarhelpedher,andgaveherthekeytotheGlassMountain．Butunfortunately，whenshegottotheGlassMountain，shelostthekeyandshetookaknifeandcutoffoneoffher1ittlefingersandatlastshesavedhersevenbrothers．Thebraveness，thenicetyandthekindnessinthesefairytalessetgoodexamplesforthechildren．ButwhentheyreadtheLittleSnow—White，herstepmotherwassocruelanddevil，shewantedtokilltheSnow—Whiteseveraltimes，butfailedeverytime．Shedidnotsatisfywithwhatsheownedandwassoenvy．whichkilledheratlast．SuchkindsoftalesoftheclassicrevisedGrimm’sFairyTalestellthechildrenthatthedevilwillnotescapethepunishment．WhentheyreadtheclassicrevisedGrimm’sFairyTales，thechildrencanknowwhatkindofpersontheyreallywanttobe，tobekind，tobenice，tobebraveorjusttobebad，tobedevil．Theywillhaveadeepthoughtaboutitandabsolutelytheywillchoosethefirstkind．TheclassicrevisedGrimm’sFairyTaleshavealotofphilosophieswhichcanleadthechildrentohaveactiveattitudetowardlifeandholdarightviewofmorality．WhenthechildrenreadtheclassicrevisedGrimm’sFairyTales，thechildren’smindcanbecomequietandtheycanalsohaveadeepthoughtabouttherealworld．CinderellaintheCinderellagotmarriedwiththeprinceatlastaftersomuchsufferingfromherstep—motherandsisters．Aftersomanystruggles，shebecamethequeenandledahappylife．Shewassatisfiedaboutherhappinessbutshewasnotproud．Perhapsasshewaslaughedatandi11．treatedbefore，soshecouldknowherselfmuchmoreclearly．Maybeonlythepeoplewhogetthroughthedifficultiescancherishmoreaboutthehappylife．AlthoughCinderellagotsomanysufferings，sheneverlostherselfandshenevergaveupthedreamofhappylife．TheCinderellatellsthechildrenthattheymustbelieveinthemselvesandtheyhavethesamechancewithothers．Theycanrealizetheirdreamandgetwhattheywantthoughtheirowrlendeavor．Whentheygetdifficulties，theyshouldnevergiveuptheirgoalsoeasily．The("inderellabringsalotofencouragementandstrengthtothechildren，especially．30． Chapter3StimulatingtheChildren’SMoralDevelopmenttheintrovert，abased，fragilechildren．Itinspiresthesechildren’Sencouragementtofacewiththefrustrations，thederisionandthedifficultiesbravely．TheCinderellaalsotellsthechildrennevertoseethingsonlyfromthesurface．Thebeautymainlycomesfromtheinnerworldnotjustthesurface．SowecanseethattheclassicrevisedGrimm’SFairyTalesnotonlygivethechildrenacolorfulworldofthefairytales，butalsotellthechildrenalotoftruthsaboutlife．TheclassicrevisedGrimm’SFairyTalesusetheexperienceofthepersonsofthetalesandleadthechildrenhavearightorientationofmorality．．31． Chapter4CultivatingChildren’SLoveforLiterature4CultivatingChildren’sLoveforLiteratureItisuniversallyacceptedthatchildren’Sliteratureisoneofthemostimportantpartsofaestheticeducationtochildren．Heavilyladenwithcolorfuldescriptionandrichimagination，agreatnumberofdistinguishedworksofchildren’Sliteraturearesuitabletochildren’Saestheticnatureofbeingimaginativeandcreative．Theyaccordwithchildren’Spsychologicalcharacteristicofanimismandsatisfychildren’Sdiverseaestheticdemand．Hencethoseoutstandingworksplayaprominentroleindevelopingchildren’Saestheticjudgmentandbuildingtheirperfectpersonality．Asweknow,literaryimagescannotbeperceivedbyreaders’useofsensesbutthroughtheirimaginationafterreadingorlistening．Childrentendtorealizetheirneedandexhibittheirpsychologicalcompetenceinimaginativeactivitiesduetotheirphysicalandmentallimitations．Accordingly，childreninclinetoreadthoseexcellentliteraryworkswhichcanpresentthemacolorfulworldofimagination．Asaclassicrepresentativeofchildren’Sliterature，TheGrimm’SFairyTalesisfavoredbychildrenforgenerationsbecauseitsfullimaginationprovidesreaderswithabroadspacetoimagineandrecreate．Whileenhancingchildren’Simaginationandperception，thissplendidbookalsomakeslittlereadersexperiencethebeautyofliterarylanguage．4．1EnhancingtheChildren’SUnderstandingoftheGermanyBackgroundNomatterhowmuchimaginationwasusedintheGrimm’SFairyTales，theGrimm’SFairyTalesisstillbasedonthereallife．ThereisrealityintheimaginableworldoftheGrimm’SFairyTales，andwhenchildrenreadit，theycanenjoythecharmoftheimagination．Hereinordertomakeclearthedifferencesandconnectionsoftherealworldandtheimaginableworld，weconsidertherealworldasacircle，andtheperimeteristhelimitedrealworld，SOthewholeareaoftherealworldislimited．Whiletheimaginableworldisoutsideoftherealworldcircleanditisbasedontherealworld．Itsperimeterisunlimitedanditsareaisalsoboundless．TheGrimm’SFairyTalesisonepartoftheimaginableworld．Whilethetwokindsofworldsconsistaconcentriccirclesandhumanlivesinthecenterofthisconcentriccircles．Asababy，heorshealwayshidesinthemum’sarmstoseeandlistentotheworld．Heorshejusthasaunclearmemoriesabouttheworld．Asachild，herofhiscuriosityisbecomingbiggerandbigger．Theybegintoseetheoutsideworldandgetattractedmoreandmorebythecolorfulimaginableworld．Nomatterhowwonderfultheimaginableworldis，itisstillbasedintherealworld．TheGrimm’SFairyTalesisonepartoftheimaginableworld．一飞’一 Chapter4CultivatingChildren’sLoveforLiteraturebutitneverdeviatesfromtherealworld．Itscolorfulimaginationisbasedontherealworld．AlthoughtheGrimm’sFairyTalesisfairytales，itisnotbigtalk．AlthoughGrimm’sFairyTaleisfictitious，itisnotlies．AlthoughGrimm’sFairyTalesisboundless，itisneveremptytalk．TheGrimm’sFairyTaleownstruehistoricalandfolkbackground．4．1．1TheTrueBreathoftheTimeTheGrimm’sFairyTaleswerecreatedinadisturbingandunstabletime．Thefirstvolumeandthesecondonewerefinishedin1812andin1815separately．Betweentheendofthe18mcenturyandthebeginningofthe19mcentury．theGermanywasstillgovernedunderthefeudalsystem．TheGermanywasseparatedintoseveralstatesandthewarsbetweenthestatesneverstopped．Asaresult，thepeopleoftheGermanyweredestitute．TheworksoftheGrimmBrothershowedtheircareforthepeopleofthelowerclasses．AsintheirgreatworktheGrimm’sFairyTales，therewereretiredsoldierswhodidnothavehome，theshoe—makerandtailorswhohadexcellentskillsandpeasantswhoworkedonthefarmeverydaybutwereexploitedruthlesslybythegovernors．TherealtruthofthesocietyaddsinnerthoughtstotheGrimm’sFairyTales．Thestrongbreathofthetimeletthereadersrealizethebackgroundofthatarea．Inthetale，thePoorMiller"s"BoyandtheCat,thethirdboywasthedunceandwaslookedonasfoolishbyothers．Hewasbaitedbythetwoolderapprenticesandtheoldmiller．Oneday，theoldermillersaidtohisthreeapprenticesthatwhobroughthisthebesthorsehome，hewouldgetthemill．Thethreeapprenticeswentoutandwhenitwasnighttheycametoacaveinwhichtheylaiddowntosleep．ThetwosmartoneswaiteduntilHanshadfallenasleep，thentheygotup，andwentawayleavingHansinthecave．Theythoughttheydidacleverthing，butitturnedoutillforthem．TheyneverthoughtthatHanswouldmeetthecatprincess．HedidalotofthingsforthecatprincessandthecatprincesswasmovedbyHans．ThecatprincessletHansgohomefirstandshewouldseehimwiththehorsethreedayslater．Whenhereachedhome，thetwootherapprenticeswerethereaswell，andeachofthemcertainlyhadbroughtahorsewithhim，butoneofthemwasablindone，andtheotherlame．ButtheystilllaughedatHansashedidnotbringbackahorseata11．Hanswenttotheparlor,butthemillersaidhewouldnotsitdowntotable，forhewassoraggedandtornthattheywouldbeashamedofhimifanyonecamein．Sotheygavehimamouthfulofoutside．andatnightwhentheywenttorest，thetwobrotherswouldnotlethimhaveabedandatlasthewasforcedtocreepintothegoose—house，andliedownonalittlehardstraw．Whilethreedayslater,thecatprincesscametothemillerwithsevenhorsesandtheseventhhorsewasforHansWhentheoldermillersawthehorse，hesaidthatsuchahorseasthathadneveryetentered．33— Chapter4CultivatingChildren’sLoveforLiteraturehisyard．ThecatprincesstookthefaithfulHansanddroveawaywithhim．Thevfirstdrovetothelittlehousewhichhehadbuiltanditbecameagreatcastle．Thecatprincessmarriedhimandhewasrich，sorichthathehadenoughforalltherestofhislife．Afterthisletononeeversaythatanyonewhoissillycanneverbecomeapersonofimportance．ThereisatypicaltruthintheGrimm’sFairyTalesthatisthecraftsmaninGermanymusttraveltoexercisehisskills．Thisbecamethebackgroundofmanytales，suchastheCunningLittleTailorHo～vSixMenGotonintheWorldtheBremenTou’nMusicianandsoon．Allthesetalesarebasedonthisbackgroundandtheheroeshadalotofexperienceswhentheyweretravelling．Inthetale．thPTwoTravelers，thewriterbeganwiththissentence：Hillandvaledonotmeet．butthechildrenofmendo，goodorbad．Inthiswayashoe—makerandatailoroncemetontheirtravel．TheGrimmshowedtheartofthiskindoftalesevenattheverybeginning．TheyalsoreflectthetruelifeofthattimeinGermany．4．1．2TheTrueFolkBackgroundTheGrimm’sFairyTaleswerenotcreatedbytheGrimmBrothers；theywerecollectedfromthefolkandrevisedbythetwobrothers．TheGrimmbrotherswerefamouslinguistsandexpertsonfolkloreaswellinGermany．Theyrealizedsensitivelythatitwashightimetosavethefolkstoriesandlegends，ifnot；theywoulddisappearcompletelyinsuchadisasterarea．Theydeterminedthattheywouldneverletthishappen，sotheydevotedalltheirlivestocollectandorganizethefolktalesandlegendsverycarefullyandprecisely，atthesametimetheytriedtheirbesttoremaintheoriginalfeaturesofthestories．Becauseoftheirarduouseffort，theseexcellentfolklegendsandtalescanbesavedandbecomeworld—knowntreasureinthechildrenliterature．TheGrimm’sFairyTalesalsoprovethatalthoughthefolkliteraturepassesdownbywordsofmouthfromgenerationtogeneration，thetenacityofthefolkliteraturecannotbeneglected．TheuniquefolkbackgroundoftheGrimm’sFairyTalesseemstobevulgaratthefirstglace．Butwhenreadersreadthetales，theywillfeelrelaxingandexcited．ThesetalesintheGrimm’sFairyTaleswillshinelikethesunshineandstrokelikethebreeze．(PengYi：2010：45)TheendlessgrasslandandmysteriousforestsareusedmostasthebackgroundsoftheGrimm’sFairyTales．IntheLittleRed-Cap，thelittlered—capmetthegreatgreywolfintheforest．IntheLittleSnow—White，thelittleprincessranawaytotheforestwhereshemetthesevendwarfsandtheyhelpedtheSnow—Whitealot．IntheSirSwan。，，thestoriesalsohappenedintheforest．Thelittleprincesstriedherbestandgotthroughalotofhardshipsandsavedherbrothers．Onmatterwhethertheyareanimalsorhumans，they,wouldfinishtheir一34— adventures．MostofthebackgroundsintheGrimm’SFairyTalesaregrasslandsandforests，ratherthanseas，deserts，mountainsandsomethingelse．ThatisbecauseGermanyisacountrywhichownsalotofgrasslandsandforestsandtheGermanswouldcreatethetalesandstoriesbasedontheirfamiliarenvironment．Whenthenightfalls，therearenopeopleintheforest，andtherebecomestheplacewheretalesareeasilycreated．SothatiswhyforestsarealwaysusedasthebackgroundsintheGrimm’SFairyTales．ThehappyendoftheGrimm’SFairyTalesisalsoconnectedwiththesocialconditions．Thepeopleundertheruleofthefeudalismarealwaysinthelastwalkofthesociety．Theywishtheycanbetreatedequallyoneday．Theywishalltheunfairsystemsofthesocietycanbeabandoned．Theywishtheycanbetheirownleaderofthemselves．WhilethehappyendsoftheGrimm’SFairyTalesarecomfortstotheminsomeextent．Theycannotescapetherealworldandtheirhardship，whydonottheyfindahappyendintheGrimm’SFairyTales．ThebackgroundofGrimm’SFairyTalesistruetolife，andwhenthereadersreadthetales，theywillunderstandthesocialconditionsofGermanyatthattime．TheycanknowmoreabouttheculturesandliteratureoftheGermanymoreorless．Whenthechildrenreadthetales，althoughtheycannotrealunderstandthesocialrealityoftheGermanyatthattime，theystill1avthebasisforthechildren’Sliteraturedevelopment．AllthesecanmakethechildrenhaveatrueexpressionabouttheGermanliterature．4．2TheLiteratureBeautyoftheGrimm’SFairyTalesThebeautvisthebasicfeatureofalltheliteratureworks．“Whenwetalkaboutthefairytales，wewillthinkaboutthebeauty．Thefairytalesandbeautyareactuallyoneconcept．Ifonefairvtalelacksofbeauty，itisjustlikeonemanlacksofclevermind．Thefairytaleswhichdonotcarebeauty，eventheystillsurviveintheworld，willhavenothingmeaningful．”WhileintheGrimm’SFairyTales，thefairytalesandbeautyareconnectedcloselybytheGrimmbrothers．TheycollectedandrevisedtheGrimm’SFairyTalesjustastheclevercake—makerswhocreatedahappyandfairycabinforthelittlereaderswheretheycanenjoya10tofdeliciouscakesanddesserts．TheGrimmbrothersdescribedtheGrimm’SFairyTalesasthat：thereisawoodtablewhichcanseverfoodbyitself,acabinwhichisbuiltbythechocolatecakesandagoldenkeywhichcanhelpopenthedoorofwisdom．Sothe“cabin’’oftheGrimm’SFairyTalesisSOcharmingandbeautiful4．2．1TheBeautyoftheSettingThesettingoftheGrimm’SFairyTalesisSOcharming．Andbecauseofimagination：the．35． Grimm·sFairyTaleshasitsownbeauty：thehypernormalsetting．TheimaginablesettmgmakestheGrimmtsFairyTalesmoreattractingtothelittlereaders．WhenthelittlereadersreadtheFairyTales，theircuriositycanbesatisfied．Thechildrenareadventurousactuallv．Themoreadventurousandfantasticthefairytalesare，themoreInterestedthechildrenareinthefairytales．Infact，thefairytalesarealwaysfullofadventuresandeVenmagic，allofwhichcanfurthersatisfythecuriosityofthechildren．Intheworldofthefairytales．thechildrencanseewhattheycannotseeintherealworld，andexperiencewhattheYareunlikelvtoexperienceintherealworld．Inaword，theycanhaveaveryexcitinganddi侬rentexDerienceintheworldofthefairytales．TheGrimmbrothersweregoodatu8mgtherepeatedsettingstotellthestories．Atthesametime，theyinvolvedthecharactersottheDersonsornaturalconditionsintotherepeatedsettings．Thesettingandthepersonsenhanceeachotherandmakethestoriesdevelopforward．Hereisagoodexample．IntheLittleSnow—White，theQueenhadtalkedwiththelooking-glassseventimesandthissettingpenetratedthewholetale．EverytimetheQueenaskedherlooking-glassthesamequestionbutthelooking—glassgaveherdifferentanswers·AndthissettingshowsthecleardevelopmentofthetaletOthechildren．TheQueenalwaysaskedthesamequestions：Looking-glass，looking—glass，onthewall，Whointhislandifthefairestofall?Thefirsttime，thelooking—glassanswered：Thou，0Queen，artthefairestofa11．ThentheQueenwassatisfied，forsheknewthatthelooking—glassspokethetruth·Thesecondtime，whenSnow—WhitewassevenandmorebeautifulthantheQueen．Thistime，thelooking—glassansweredhonestly：Thouartfairerthanallwhoarehere，LadyQueen．ButmorebeautifulstillisSnow—White，aslween．(GrimmBrothers：2007：275)Fromthistime，thedestinyoftheSnow—Whitebegantochange．HerbeautyandtheenvyoftheOueendrewdangerstimeaftertime．Thefirsttime，Snow—Whitecouldescapefromthehunterman．Buther1ifewasstillindangeralongwiththeQueen’Squestionandthelooking—glass’answers．Thethirdtime，thelooking—glassanswered：OhQueen，thouartfairestofallIsee，Butoverthehills．whel·ethesevendwarfsdwell，．36．． Chapter4CultivatingChildren’SLoveforLiteratureSnow—WhiteiSstilIaliveandwell．AndnoneiSSOfairassheThentheQueenwantedtolacetheSnow．Whitetodeath．Theforthtime，thelooking—glassansweredasthethirdtime．AndtheQueenwantedtopoisontheSnow—Whitewiththepoisonouscomb．ButshefailedasSnow—Whitewassavedbythedwarfs．Thefifthtime，thelooking—glassansweredasthethirdtime．AndtheQueenwantedtopoisontheSnow—Whitewiththepoisonousapple．ButshefailedasSnow—Whitewassavedbythedwarfsagain．Thesixthtime，thelooking—glassansweredOh，Queen，inthislandthouartfairestofa11．(GrimmBrothers：2007：280)Thenherenvioushearthadrest，SOfarasanenviousheartcanhaverest．ButSnow—Whitewassavedbyaprincess．TheQueenfailedagain．Theseventime．theSnow—Whiteandtheprince’SweddingwasheldandtheSnow—White’Swickedstepmotherwasalsobiddentothefeast．Beforeshewenttothewedding，sheaskedthelooking—glassthesamequestion，andthistimethelooking—glassanswered：Oh，Queen，ofallherethefairestartthou，ButtheyoungQueenisfairerbyfarasItrow．WhenshesawtheyoungQueen，sherecognizedSnow—White．Atlastshewasforcedtodanceonthered—hotshoes，anddanceduntilshedroppeddowndead．Thelooking—glassappearedseventimesinthistale，anddescribedthetalesveryclearly．Whenthechildrenreadit，theywillneverfeelbored；theywillfeelimpressedbythelooking—glass．Thebeautyofthesettingreallysuitsthechildren’Sviewofbeauty．ThatiswhychildrenliketheLittleSnOW—Whitebest．ThereareotherexamplesofbeautifulsettingsintheGrimm’SFairyTales．IntheFishermanandHismfe．everytimethefishermanwenttothesea．Theseawaterwasdifferent．Thefirsttime，thewaterwasclearandsmooth．Thesecondtime，thewaterwasallgreenandyellow．Thethirdtime，thewaterwasquitepurpleanddark—blue．Theforthtime，thewaterwasquitedark—gray，andthewaterheavedupfrombelow,andsmeltputrid．Thefifthtime，thewaterwasquiteblackanddark，andbegantoboilupfrombelow．Thesixthtime，theweatherwasalsodescried，ahighwindblew,thewaterroseandroaredasifitwereboiling．Therewasstillasmallpatchofblue，thoughoneverysideitwasasredasintheheavystorm．Thelasttime，agreatstormwasraging，themountainstrembled，theskywaspitchingblack，andthe一37． seacameinwithblackwaves．Thesettinggivesthechildrenaclearimpressionthatthemoregreedonepersonis，themoredisparagedothersaretohimorher．Thesettingsaremovedorimaginableorsurprising．Butnomatterwhatkindofsettin2，theyareshowingtheGrimmbrothers’pursuittothebeauty．Theycannotonlysatisfythechildren’Snatureandalsogreatlyinspirethechildren’Sreading．4．2．2TheBeautyoftheCharactersThedescriptionsofthebeautyofsettingcanreflectthebeautyofthecharactersintheGrimm’SFairyTales．Thereareclearbeautyanduglinessofthecharactersi11theGrimm，sFairyTales．Throughtheugliness，thebeautycanbemoreattracting，andthroughtheevil．thekindnesscanbenobler．TheGrimmbrotherspaidmoreattentiononthebeautvofthecharactersofthetalesinordertoinspirethechildrentoappreciatethevirtuesmoreeasilv．ThebeautyofthecharacterscanmakethechildrenenjoythestoriesandattheSametimethevcanbenefitalotfromthetales．TherearedifferentkindsofcharactersintheGrimm’SFairyTaleswhichcanbedividedintothreekindsgenerally：ghostcharacters，animalcharactersandhumancharacters．Differentcharactersgivethechildrendifferentfeeling．Thebeautyofthecharacterscallletthechildrenhaveadirectandclearunderstandingtothetales．First．theghostcharactersintheGrimm’SFairyTales．J．R．RTolkienhassaidthat“therearenotonlyelf,fairybutalsodwarf,troll，giantandSOon．Theyarealldifferentkindsofghostinsomeextent．Ifonepeoplegetsintothatworld，therewillbethesun，themoon．thesky，thelandandwater,andevenstoneandbread⋯⋯Inthis。dangerousworld，．thecharacterswillgoontheiradventures．TolkienhasclearlytoldUSthattheghostsinthetalesarenotcommonpeople，theyarejustimaginedcharacters．TheyareSOfarawayfromthereallifethattheyarefullofmysteryandattraction．(Harris，P．L：2002：67)Forexample，inthetalestheLittleSno,-White，theKingoftheGoldenMountain，RapunzelandSOon，thekindelves．dwarfs，fairiesalwaysusedtheirmagicpowertohelptheheroesorheroinestOgetoutofdangerordifficulties．Thesecharactersallhavethesamefeatures．Firstiskindness．InthetaleCinderella,whenhisfatheraskedwhatshewanted，Cinderelladidnotaskforbeautifuldressorpearlsandjewelsashertwostep—sisters，shejustaskedforthefirstbranchwhichknockedagainsthisfather’shat．Sheplantedthebranchonhermother’Sgrave．Everydavshewouldprayandherkindnessmadethebranchgrowupasabigtree．Secondisdiligence．Cinderellawasverydiligentandeverydayshemustdoalotofwork．Butshenevergaveupherdreamsandthatlaidthebasisforhertomeettheprince．Thirdismodest．InthetalethPLittle．38— Chapter4CultivatingChildren’sLoveforLiteratureSnOW—White．theSnow—Whitewasthemostbeautifulbutshewasneverenvious．Evenifherstepmothertriedseveraltimestokillher，whenherweddingwiththeprincewasheld，shestillinvitedtheQueen．Butherstepmother,thewiredQueenwassoenviousthatshekilledherselfbyherself．Second，theanimalcharactersintheGrimm’sFairyTales．Thechildrenhavecloserelationwiththenatureeversincetheywereborn．Theanimalswhichappearinthefairytalesarealwaystheirbestfriendsintheirchildhood．Thecuteandlively7animalsarealsoeasyforthechildrentoaccept．IntheGrimm’sFairyTales，theanimalshavetheirownworld，inwhichtherearealsokindnessandbadness．Theclearimagineofdifferentanimalswakensupthechildren’sinterest．LookatthetaleOldSultan．thefarmandhiswifewantedtokilltheolddog．Atthistime，awolfcameandgavetheolddogagoodwaytosurvive．Andthefarmdidnotwanttokillthedoganymore．Laterthewolfcameagain，thistimehewantedtocarryoffonefatsheep．Theolddogknewthetruepurposeofthewolfandprotectedhisowner’swealthfaithfullyandhisowndignitybravely．Inthetale，theDeathoftheLittleHen，thewriterwasnotjusttellingthedeathofthelittlehen，butalsothefatesofallgreedypeople．Inthetale，theFoxandtheCat，thefoxwassoproudandthecatwassomodest．Asaresult，thecatescapedwhilethefoxwascaughtwhentheymetahunterwithfourdogs．AndtherearemanyotheranimalsintheGrimm’sFairyTales，suchasthedonkey，thedog，thecat，thechickenintheBremenTownMusicians．ThethirdisthehumancharactersintheGrimm’sFairyTales．Thesekindsofpeoplearenotthesameastheonesinthereallife．Theyhavetheimaginablefactures．Inthetale，HowSbcMenGotonintheWorld,therewasaretiredsoldier，aservant．ahunter，ablower，arunnerandamanwearingacap．Alltheyseemedtothecommonpeopleintherealworld．Buteveryonehadsomesuperpower．Theretiredsoliderunderstoodallkindsofart．Theservantcouldpluckupsixtreesasiftheywerebladesofcorn．Thehuntsmancouldshootafly’slefteyebeyondtwomiles．Theblowercouldblowsevenwindmillswithanostrilinoutsidetwomiles．Therunnercouldrunfasterthanabirdfly．Themanwearingacapcouldbringafrostifhesethiscatstraight．Thistalemakesthechildrenunderstandatruth：acommonpersonwhohasacertainskillandthespiritofstrugglecangetthehappinessandthewealththroughtheirownendeavor4．2．3TheBeautyoftheEndingMostoftheGrimm’sFairyTalesendwithahappyending：theprinceandtheprincesslivehappilytogether．Inthechildhood，thechildrenalllookforwardtohappiness．Intheir．．39．． Chapter4CultivatingChildren’SLoveforLiteraturemind，theyhopeallthingscanhaveahappyendingandtheGrimm’SFairyTalessuitthisfeatureofthechildren’Smind．ButwhytheGrimm’SFairyTaleshavehappyendings．ItmustbeconnectedwiththelivingenvironmentoftheGrimmbrothers．GrimmJacobandGrimmWilhelmwereborninacommonworkerfamilyonthebankofRhineofGermany．Thefamilywasnotveryrichbutwasveryhappy．ThebrotherhoodbetweenGrimmJacobandGrimmWilhelmwasverygoodevenwhentheywerelittlechildren．Whenthey"wereyoung，thebrotherslivedandstudiedtogetherandlatertheybothenteredinUniversityofMarburg．TheolderbrotherGrimmJacobdescribedtheirschoollife：”Inourmiddlesch001life，wesleptononebed，studiedinoneclassroom，studiedwiththesametable．Inouruniversitylife，welivedinoneroominwhichthereweretwobedsandtwodesks．Inourmiddleage，westilllivedinoneroomwithtwodesks．Inourlateage，welivedintworoomsunderthesameroof．Wedidnotdividethemoneyandthebooks．’’AlthoughthelifeandthestudyoftheGrimmbrothersarefulloffrustrationsanddifficulties，theyhelpedandsupportedeach9therandhadahappylife．Sothehappyendingoftheirtalesarecommon．IntheLittleRed-CapwrittenbythefamousFrenchwriter,CharlesPerrault，intheendboththelittlegirlandhergrandmotherwereeatenbythebiggraywolf-ButintheLittleRed-CapoftheGrimm’SFairyTales，theGrimmbrothersarrangedabraveandsmarthunterwhocutthewolfsstomachopenandsavedthelittlegirlandhergrandmother,thewolfgotpunishmentatlast．TheRed—Capandhergrandmotherwereoutofdanger．Thisendcangreatlysatisfythechildren’Sreadingpsychology．SotheGrimm’SFairyTalesaremorepopularthanotherfairytales．Inthetales，theSirSwans，TheTrueBride，HowSbcManGot0t7intheWorld,theLittleSnow—White，Rapunzel,thelittleRed-CapandSOon，whetherthehonestfarmer,bravesolider，thekindprincessorthesmarthandcrafterwouldhaveabitterfightwiththedevilwitch，thewickedstepmother，theevilwolfandSOon．Thekindonescanalwayswinandthebadonesmustbepunishedatlast．Theprincessandprincecouldgetmarriedandliveahappylifeintheend．Whilethebadoneswouldbepunishedbecauseoftheirevildeed．ThereisanunchangeableruleintheGrimm’SFairyTales．Thatisthekindnessmustdefeatthebadnessandthejustmustovercomethedevil．ThisruledemonstratesagainandagainintheGrimm’SFairyTalesandthechildren’Sjudgmentofthekindnessandbadnesscanbecultivatedstepbystep．4．3TheLiteratureInterestoftheGrimm’SFairy．TalesItisuniversally"acceptedthatchildren’Sliteratureisoneofthemostimportantpartsof．．40．． Chapter4CultivatingChildren’SLoveforLiteratureeducationtochildren．Heavilyladenwithcolorfuldescriptionandrichimagination，agreatnumberofdistinguishedworksofchildren’Sliteraturearesuitabletochildren’Snatureofbeingimaginativeandcreative．Theyaccordwithchildren’Spsychologicalcharacteristicofanimis：mandsatisfychildren’Sdiversedemand．Hencethoseoutstandingworksplayaprominentroleindevelopingchildren’Saestheticjudgmentandbuildingtheirperfectpersonality．Asweknow,literaryimagescannotbeperceivedbyreaders’useofsensesbutthroughtheirimaginationafterreadingorlistening．Childrentendtorealizetheirneedandexhibittheirpsychologicalcompetenceinimaginativeactivitiesduetotheirphysicalandmentallimitations．Accordingly，childreninclinetoreadthoseexcellentliteraryworkswhichcanDresentthemacolorfulworldofimagination．Asaclassicrepresentativeofchildren’Sliterature，theGrimm’SFairyTalesarefavoredbychildrenforgenerationsbecauseitsimaginableandinterestingplotsandlanguageprovidesreaderswithabroadspacetoimagineandrecreate．Whileenhancingchildren’Simaginationandperception，thissplendidbookalsomakeslittlereadersexperiencethebeautyofimaginableworld．Evervchildhasaheartfullofimaginationandromanceintheirchildhood．Intheworldofthefairyworld，theycanenjoyeverythingwhichcannotbereachedintherealworld．TheGrimmtSFairyTalesareSOfamousamongchildrenallaroundtheworld．OnereasonisthatthetalesoftheGrimm’SFairyTalesareSOinteresting．Justasthechildren’SlitterateurHeYizenQhassaid：’’Ifthechildren’Sliteratedoesnotowninteresting，ittasteslikethesoybeanmilkwithoutsugar．Thesoybeanmilkisagooddrink，butastothelittlechildren，thesoybeanmilkwithoutsugarcallnotattractthechildrentodrink．’’Sothechildren’Sliteraturecannotsurvivewithoutinterestingandfun，especiallythefairytales．TheGrimm’SFairyTalesarefullofinteresting．especiallyintermoftheplotandthelanguage．4．3．1TheInterestofthePlotTheplotsoftheGrimm’SFairyTalesareveryinteresting．Theyalldevelopwithchildrentsinnerthought．Lookattheclassictale，theFrog—King，therearemanyskillfuldesignabouttheDlot．Atthebeginningofthetale，thewriterdidnotdescribethebeautyoftheKing’Slittledaughterdirectly，thebeautyofthelittleprincesswassetoffbytheindirectdescriptions，suchas：”Theyoungestwassobeautifulthatthesunitself,whichhasseenSOmuch，wasastonishedwheneveritshoneinherface．”Laterherfavoritegoldenballrolledintothewater．WhenshewascrvingSOloudly，someonesaidtoher：”whatailsyou，King’Slittledaughter?’’Thevoicefromthedeepwellimmediatelyinspiresthechildren’Scuriosity．TheywanttoknowwhatthereisinSOdeepwell．Wasitaperson，ananimaloralittleelf7．Buttheansweris一41． Chapter4CultivatingChildren‘SLoveforLiterature：—————————————————————————————————————————————————————一afrogstretchingforthitsbig，uglyheadfromthewater．Thefirstappearanceofthefrogwassointeresting．Laterthefrogsaidtotheprincessthat：’’IfyouwilllovemeandletmebeyourcomDanionandplayfellow,andsitbyyouatyourlittletable，andeatofyourlittlegoldenplate，anddrinkoutofyourlittlecup，andsleepinyourlittlebed—ifyoupromisemethis1willgodownbelow,andbringyouyourgoldenballupagain．⋯‘Oh，yes，”saidshe，”Ipromiseyoua11youwish，ifyouwillbringmemyballbackagain．’’Butshethought：’’Howthesillyfrogdoestalk!Allhedoesistositinthewaterwithotherflogs，andcroak!Hecanbenocompaniontoanyhumanbeing!”(GrimmBrothers：2007：5)Sothedestinvofthefrogwasamysteriousafterhebroughttheballoutofthewater·IhefrogbroughttheballoutofwaterbuttheprincesspickeditupandranquicklyawaYwlthoutthefrog．Butthefrogknockedthedoornextday．AftertheKingknewthething，heletthefrogcomeinandtoldhisdaughtertoperformherpromise．Thefollowingdescriptionswerethemostinteresting。Asthefrogcouldnotwalk，hehoppedin．Thenhewantedtositbesideher．thenwantedtoeattighterwithher,thenwantedtosleepwithher·Theprlncesswassoan2rvthatshetookhimupandthrewhimwithallhermightagainstthewall·Nowtheden81tyofthefrogwasmysteriousagain．Washedeadorlive?Butthemiraclehappened·"Butwhenhefelldownhewasnofrogbutaking’ssonwithkindandbeautifuleyes·”Hehadbeenbewitchedbvawickedwitch，andhowononecouldhavedeliveredhimfromthewellbutherself．Ofcourse．theprincessandtheprincegotmarriedatlast．Buttheinterestofthetaledidnotstop．Onthedaywhentheywenttogethertohiskingdom，thesunawokethem，acarriagecamedrivingupwitheightwhitehorses，whichhadwhiteostrichfeathersontheirheads．andwereharnessedwithgoldenchains．Athistime，afaithfulservant，Henry，aPPea。ed·Whenhismasterwaschangedintoafrog，hehadcausedthreeironbandstobelaldroundhishean．1essitshouldburstwithgriefandsadness．Nowhismasterwassavedandthebandwasbroken，theprincethoughttherewassomethingwrongwiththecamage·Themysteryofthetalescomesonebyone．Thetalesaresointerestingthatnoneofthechildrenwillnotlikethem．TheclassicrevisedGrimm’sFairyTalesarefullofadventuresandups—and-downs·InthefairvtaleLittlPSnoⅥ，一White，thestepmotheroftheSnow—Whitetriedmanytimestokillherbutshefailedeverytime．Thefirsttime，theQueenaskedahuntsmantokilltheSnow—White，butthehuntsmanletherrunaway．ThenwhentheQueenknewSnow—Whitewasstillalive,shedressedherselfasanoldpeddlerwoman，andlacedSnow—Whitetofaintdead·F‘ortunatelYthedwarfssavedhertimely．ThenthewickedQueenusedapoisonousconlbtoP01son一42． Chapter4CultivatingChildren’SLoveforLiteratureSnow—White，andthistieshewassavedagainbythedrafts．TheQueencouldnotstopandthistimeshemadeapoisonousappleandkilledtheSnow—White．ButatlasttheSnow—Whitewasawakeagain．Thewholestorywasfullofadventures．Thechildrencanbefullyattractedbvthedevelopedofthefairytale．TheywillimaginewhatwillhappentotheSnow—WhitenextwhatthedevilQueenwilldototheSnow—Whitenexttime?IntheThumbling,thesufferingexperiencewereevenmoreadventurous，atfirst，thelittlethingwasboughtbytwostrangersfromhisparentsontheway，hecouldescapedfromthetwostrangerssuccessfullyandgotintoamousehole，thenhehelpedtopreventtherichpastor’Smoneyfrombeingstolen．Butinthenestmorning，hewasswallowedbyacowwiththehey．HecriedandthepastorkilledtheCOWandhewassaved．Unfortunately，notuntilhegotoutoftheCOW’Sstomach，awolfswallowedthewholestomach；thelittleThumblingcheatedthewolftotheplaceofhisfatherandgotsavedatlast．Allthetalesarefantasticandinteresting，magicalandweird．Sotheyfullysatisfythecuriousnatureofthechildrentopursuetheadventure，thechangeandthenewthings．4．3．2TheInterestoftheLanguageThelanguageofthechildren’Sliteratureisakindoflanguageformbuiltaccordingtochildren’Spsychologicalcharacteristic．OnespecialfunctionofthelanguageintheGrimm’SFairyTalesisthatitsvividrepresentationofbothconcretethingsandabstractsituationscansometimesevenmakethelittlereadersfeelthattheyareexperiencingthesamethingsasthecharactersinliteraryworks．Thisuniquefunctionofcreatinglifelikeimagesbestowsonthelanguagetheimaginablebeauty．TheimaginablefeatureistheprimarycharacteristicofthelanguageintheGrimm’SFairyTales．Researchesonchildpsychologysuggestthatchildren’Svariousmentalprocessesarecharacterizedbyconcreteandimaginablethinking．Onaccountoflimitedknowledgeandexperience，childrendependonobjectiveimagestounderstandtheexternalworld．Themainbodyofchildrenvocabularyconsistsofwordsthatrepresentconcretethings．Forthisreason，languageinchildren’Sliteratureshouldbestrictlyimaginableandpresentthingsquitevividly．Conformingtothisprinciple，inGrimm’SFairyTales，theGrimmbrothersmakeseverythingfamiliarandperceptibletochildrenreadersbyimaginablelanguage．Inordertodisplaytheimaginablebeautyofliterarylanguage，theGrimmbrotherstriedeverymeanstoemploythewordsthatcanreflectmosttheimaginablecharacteristicsoftheobjectivetargets，namelythewordsindicatingconcreteconcepts．Throughthesewords，theconceptsandtheobjectsarecloselyconnected，permittingthe．43．． Chapter4CultivatingChildren’SLoveforLiteraturelittlereaderstomakefleeassociationsandimaginations．Childrenlikereadingconcretenouns，especiallythoseaboutdailynecessitiesandhuman’Sbody．Theyalsoloveverbsandadjectivesthatcanproduceastrongsenseofmovementandvividness．IntheCinderella，whenCinderellaaskedthebirdtohelpherpickupthelentils，shecalled：Thegoodintothepot，Thebadintothecrop．AndbeforeCinderellawenttothewedding，shewenttothehazel—treeandsaid：Shiverandquiver,mylittletree，Silverandgoldthrowdownoverme．(GrimmBrothers：2007：127)ThelanguageisSOvividandrhythmical．Itsoundslikeasongandthechildrenwilllikethemverymuch．TherearestilalotofexamplesabouttheinterestofthelanguageintheGrimm’SFairyTales．TheskillfulselectionofthewordsalsomakestheGrimm’SFairyTalesbefavoredbychildrenallaroundtheworld．一44— Chapter5Conclusion5ConclusionTheGrimm’SFairyTaleshavebeenheldinhighreputationforgenerationasamasterpieceofchildren’Sliterature．Sincepublicationithasproducedconsiderablereviewsandcomments，andcontinuestobeapopulartopicamongscholarsandreaders．Inthisdissertation，themarvelousandclassictalesareappreciatedfromtheperspectiveofeducationalfunctionofchildren．Someclassicandmost—famoustalesareusesasexamplestodescribetheeducationalfunctionsoftheGrimm’SFairyTales．TheGrimmbrothersimpartedthechildrenwithbeautyoftheliteratureandman’smoralwisdombybrillianttreatmentoflanguageandplotsoftheGrimm。SFairyTalesandexertedaprofoundinfluenceonchildren’Saestheticcompetenceofkindnessandbadnessaswell．First，TheGrimm’SFairyTalesareofgreatimportanceforenhancingchildren’Sknowledge．Thefascinatingdescriptionofnatureenableschildrentoexperiencebothgracefulbeautyandsublimebeauty，andenhancestheircapacityforaestheticperceptionandimagination．Theremarkablydescriptionsoftheanimalsandplantsdelightchildreninanexquisiteway．TheGrimm’SFairyTalesarefullofimaginationswhichissuitthechildren’Spsychologicalcharacteristicofcognition．Moreover，thediversityofimaginableworldenricheschildren’Sknowledgeandbroadenstheirvision．Littlereaderswillacceptimaginableworldasanamazingtreasure—housefromwhichtheycanconstantlydiscoverfleshandcuriousthings．Hencetheyareverylikelytoknowmoreabouttherealworldthroughtheimaginableworld．Second，theGrimmbrothersbestowedontheprotagonistsgoodqualities，excellentmoralcharactersandnobleemotionstomakechildrenreadersdevelopintenseadmirationforman’smoralwisdom．Thereareclearcomparisonsbetweenthekindnessandbadness，thebeautyandtheugly．Thegood—naturedprotagonistsexhibitunlimitedcourageandwarm—heartedness，andshowastrongsenseofjusticeandrighteousness．Thekindprotagonists，whetheritisprincess．alittleanimalorjustaplant，willlivehappilyintheend．Whiletheevilones．thewitchjthewolforthestep—motherwillgetpunishmentatlast．Thebenevolentmannerandbehaviorofthesepositiveprotagonistsenablethemtogainhelpandsupportfromothers．Therefore，childrenreaderswillrealizethesignificanceofman’smoralwisdomandaccordinglycultivatetheirinternalbeauty．Last，theGrimmbrothers。ingenuoustreatmentoflanguageandplotsoftheGrimm’S．．45．． Chapter5ConclusionFairyTalesallowschildrentodiscoverthebeautyofchildren’Sliterary，especiallytheimaginablewordsandplots．TheimaginablelanguageandplotsintheGrimm’SFairyTalesareSOinterestingthateverychildwilllovethetalesassoonastheyreadthem．Thesplendiduseofverbsandadjectivescreatesagreatnumberofconcreteandspecificimages．Thesuccessfulemploymentofpersonification，metaphorandsimilemakesordinarythingsextremelyattractiveandofferschildrenabroadspaceforimagination．Inaddition，Grimmbrothersusedalotofonomatopoeia，alliterationandperfectrhymeintheGrimm’SFairyTalesTheserhetoricsmakethetalesmoresuitableforchildrentoread．ThroughtheimaginableandmusicallanguageandtheinterestingplotsintheGrimm’SFairyTales，childrenwillfindouttheamazingpowerofliterarylanguageandgraduallydevelopastronglikingfol’literature．Asaclassicofchildren’Sliterature，TheGrimm’SFairyTalesareofgreatsignificanceforeducationofchildrenbyitssuccessfuldemonstrationofvariouskindsofbeauty．Besidesenhancingchildren’Saestheticcompetence，themasterpieceisabsolutelyanincomparableworktoenhancechildren’Sknowledgeandcultivatechildren’Smorality，andliterature’Sbeauty．ThereforereadingGrimm’SFairyTalesisagoodmethodtoeffectivelycarryoutaestheticeducationtochildren．Andthisdissertationisalsohelpfulinsuggestingafleshperspectivetoappreciatethegreatsignificanceofthismasterpieceofchildren’Sliterature．．．46．． 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