Abstract: The early twentieth century witnessed educational reforms and a significant increase in the number of textbooks which were published by commercial presses. The Chinese textbooks, despite of their variety in content and structure, served multiple functions in promoting the modern Chinese language, cultivating literary taste, and broadening cultural horizons of new reading public. From the 1910s onwards, a certain number of foreign literary pieces, anecdotes, short biographies were translated, rewritten, and presented in Chinese textbooks. After 1922 when the new set of educational policies was issued, the prevalence of vernacular Mandarin and New Culture Movement accelerated the localization of the exotic resource. These Chinese textbooks formulated a particular textual space in which foreign literature was juxtaposed with or incorporated into local literary discourse and practice. In the process of teaching, reading, adapting and performing, the “world” was reconceptualized and imbued with new meanings. Children and adolescent readership was granted with new experience and imagination of “world literature.”

Key words: world literature, the Chinese textbook, education of Chinese language and literature

摘要： 20世纪初期的国文(语)教科书,不仅是推动母语教育和汉语革新的重要凭借,也承担着涵养文学兴趣、启蒙民族意识、拓展文化视野等多重使命。1922年“新学制”公布实行以后,随着白话文的推广和新文化运动的影响,译介或改写外国文学或非文学作品已然成为编选国文(语)教材的一种风潮。在教科书所建构的驳杂的文本聚合体中,异域的文学资源被借鉴、誊写或挪用,与本土的文学传统纠葛缠绕,形成了独特的文学景观,其背后是觉醒的民族意识和世界主义理想之间的反复协商。教科书中的选文,经由课堂教学、文体改写、戏剧排演等阅读实践活动,不仅为学生开启了一种“进入与我们自身时空不同的世界的形式”,也对“世界”的价值系统重新赋值编码,形塑着青少年读者对“世界文学”的阅读经验和想象方式。

关键词: 世界文学, 国文(语)教科书, 国文教育