日本文學教育導入動漫教材的意義與可行性－－以《青澀文學》系列＜蜘蛛之絲＞與＜地獄變＞之教學實踐為探討對象

The Prospect for Using Animation as Teaching Materials in the Japanese Literature Course: ＂Spider's Thread＂ and ＂Hell Screen＂ in the Animation Series of ＂Blue Literature Series＂

目前台灣各大學日文系或應用日語系普遍開設文學課程，提供文學教材輔助高階日語學習者深化日語學習成效，同時拓展學習者文化視野，蓄積對日本文化認知的廣度與深度。近幾年研究者實施日本文學教育的對象，以90年代前後出生的大學生為主。身為文學教育者，面對這群成長過程便接受卡通動漫等影像文化薰陶之網路世代學習者，發現若堅持以傳統教學模式－－重視文字修辭講解與文本分析方式傳授意境之美的單向式解說教學，將面臨重大挫折。因為習慣數位元元化影像生活的新世代學習者，其文字想像力與讀解能力（包括母語與外語），已遠不及活字文化盛行年代的一般青年水準，更遑論要求這些學習者用原文精讀詞藻艱深的日本近代名著。有鑒於此，研究者積極找尋有關日本文學教育的視聽覺多媒體教材，同時廣泛閱讀文學教育研究文獻以建構文學教育方法的新思維。在尋求解決方法的過程中，研究者意外發現日本文學教育界同樣也面臨新世代學習者欠缺文字閱讀經驗而遭遇困境的窘況，也積極展開補救的配套措施；而許多文化工作者也開始投入創意，製作一系列以文學作品為主題的動漫畫作品，提供過度倚賴映射文化的年輕人近距離接觸文學作品的機會。研究者近年來於「日本小說選讀」「日本名著選讀」課，先後以芥川龍之介短篇作品＜蜘蛛之絲＞＜地獄變＞為文本，佐以動漫片《青澀文學》（2009）系列＜蜘蛛之絲．地獄變＞為輔助教材，實施試驗性教學。本論文將以＜蜘蛛之絲＞＜地獄變＞之實際教學經驗與紀錄教學成效之相關資料為研究對象，探討日本文學教育導入動漫教材的意義與可行性。希望藉此獲得具有正面意義的經驗值，對日本文學課程教材設計與教學法之質性研究有所助益。

The so-called digital natives (university students born after the 90s) who have been familiar with the mass media such as video culture since they were born have become the main subject of the Japanese education for decades. Therefore, many researches have indicated that the reading materials of the Japanese literature course have been shifted from printed text lectured by the lecturer to the multi -media materials presented by the learners. This paper is a practical report on how I utilize Akutagawa Ryūnosuke's ＂The Spider's Thread＂ and ＂Hell Screen＂ in the anime series ＂Blue Literature Series＂ as the supplementary material in the courses of ＂Selected Japanese Narratives＂ and ＂Selected Readings in Japanese Literature.＂ In analyzing the students' questionnaire and their evaluation reports of the literature works discussed in the class, I try to examine the possibility as well as the learning effect of utilizing anime as teaching materials for the Japanese literature course. Through this exercise, I intend to look into the concerns and limits of using multi-media such as anime in the course for the purpose of enhancing cross-cultural understanding. Hopefully, this teaching experience could benefit not only the curriculum design of Japanese literature course but also the qualitative research of teaching method.