小说《越过蓝色边界》:现代青少年对“奥西斯”过去的洞察

Yulia Isapchuk
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摘要

本文从文本的文学、历史和教学潜力三个方面分析了德国作家多里特·林克(生于1971年)的历史少年小说处女作《超越蓝色边界》(《Jenseits der blauen Grenze》,2014)。主要事件发生在1989年8月的波罗的海,当时年轻人试图从罗斯托克逃到西德,闪回他们在德意志民主共和国的生活。强调了1960年代末和1980年代之间的联系。这是小说主要人物世界观形成或改变的时期,他们属于三个不同的世代:1933年(祖父),1968年(父母)和1989年(青少年)。书的标题指向了一种海洋轨迹,代表了对水元素的关键刻板印象和英雄的内心状态。海被视为一个构成性的主题,它不仅履行了自然的传统背景功能,而且成为文学文本的艺术形象。从一个十几岁的女孩的角度叙述,可以更好地向适当年龄的读者解释同龄人令人难以置信的行为的动机,并有助于深入了解“Ossi”(东德居民)与“Wessi”(西德人)的日常生活。通过这种方式,现代德国历史青少年文学展示了其与接受者的相关性,在青少年的思想中发挥了认知和教学功能,而没有咄咄逼人的干扰。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Novel “Beyond the Blue Border”: Insight into the Past of the “Ossis” for the Modern Teenagers
The article analyses the debut historical juvenile novel by the German writer Dorit Linke (b. 1971) “Beyond the Blue Border” (“Jenseits der blauen Grenze”, 2014) in the aspect of the literary, historical and pedagogical potential of the text. The main events take place in the Baltic Sea in August 1989 when youths tried to escape from Rostock to West Germany with flashbacks into their life in the GDR. The connection between the periods of the late 1960s and 1980s is emphasized. It was a time of formation or changing the worldview of the main novel’s characters, which belong to three different generations: 1933 (grandfather), 1968 (parents) and 1989 (teenagers). The title of the book points to a kind of marine locus, representing the key stereotypes about the element of water and the inner state of the heroes. The sea is regarded as a constitutive topos, which not only performs the traditional background function of nature but also turns into an artistic image of a literary text. The narrative from the perspective of a teenage girl makes it possible to explain better to the reader of the appropriate age the motives of the incredible act of their peers and helps to get insight into the everyday life of the “Ossi” (residents of East Germany) in contrast to the “Wessi” (West Germans). In this way, the modern German historical juvenile literature demonstrates the relevance for its recipients, performing the cognitive and didactic functions without aggressive interference in the minds of adolescents.
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