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历史上,在塞尔维亚的学校里,描写作为一种主要的写作技巧被教授。在19世纪中期,学生学习描写物体、地方以及风景。到了20世纪早期,写作教学不仅包括客观的描写,还包括主观的描写,如描写学生自己的经历、印象和感觉。本文将以一批学生试卷为例,分析一战期间在法国一所临时的塞尔维亚中学里,塞尔维亚流亡儿童写作中的主观描写元素;特别注意在这些文章中的主观描写的风格和角色,以及学生们为了这个目的而使用的语言学和格式上的方式。
Historically, description was taught as a major writing skill in Serbian schools. In the mid 1800s, students learned to describe objects, places, and landscapes. By the early twentieth century, writing teaching included not only objective descriptions but also subjective descriptions, such as describing students’ own experiences, impressions and feelings. Taking a group of student papers as an example, this article analyzes subjective descriptions of exiled children in Serbia during World War I in a temporary Serbian secondary school in France; paying special attention to the style and role of the subjective description in these articles, as well as to students The linguistic and formal ways that people use for this purpose.