《水师管带》人物的塑造与结构.docVIP

《水师管带》人物的塑造与结构 《水师管带》人物的塑造与结构-文学评论长篇小说就技术而言，有两个重要元素：视角、结构。长篇小说因其体量、规模之大，就决定了它要有设计感、建筑感，也就是结构。而选择什么视角又关系着结构的方式。 邹元辉的历史题材长篇小说《水师管带》的情节表象，一般会认为是两条线索——双轨并行。一条是十九世纪末的时代变局，主要是“庙堂”层面；另一条是宁波镇海人贝锦泉的命运变迁，主要是“民间”层面。当然，我们可以说，这两条并行线时合时分，而国家和个体、民族与个人以及宏大叙事与微小细节分别由两条线承载、运行，展开了一个大清帝国在中日甲午战争前夕的辽阔的社会画卷，而且，邹元辉采取的是全知全能的视角——俯视，全能视角，重点关注，就如同镜头的摇动，有远景、中景、近景，还有特景，既有画面感，图配音，人物、场面，尽收眼底。阅读时，仿佛随其镜头不断转换场地。邹元辉不但写人物的音、行，而且，还让人物想。镜头切入了人物内心。这种全知全能视角，还扩散到全球化的视野，将大清帝国衰落放入世界格局的大背景里，反衬出主人公贝锦泉的英雄形象。如果说那是大清帝国的黄昏的话，那么贝锦泉则是日落前一缕绚丽的晚霞。结尾的试航，与日本船的相遇，预示了甲午海战的黑暗。 但是，书名所示，这部长篇小说重要表现“水师管带”的形象。邹元辉提醒读者：他要塑造水师管带这个重要人物。小说的第一要务是写人，尤其是写好主人公。那么，再来看所谓双轨并行，就有了别样的意味。 那两条线，其实是因果关系，主次分明。“庙堂”为辅，“民间”为主。前者是衰落的趋势，后者是成长的经历。那主人公贝锦泉的成长，某种意义上，这是一部成长小说。一衰一盛，国衰人盛，形成对比、反差。 “庙堂”这条线上的情节，几乎占了全书近三分之一份额。 daily morning exercises or class-break setting-up exercise and discipline inspection and appraisal of public signs;2, daily cleaning and inspection;3, the daily student school appearance, dress, wearing school card check;4, the daily duty guide to the leadership class discipline three rounds.Weekly moral education work:L, the flag raising ceremony and the national flag speech under the flag raising ceremony held on Monday;2, every week a class meeting, the meeting;3, every week two exercises, cleaning and hygiene, behavior norms, attendance situation published cloth appraisal, and the issue of the code of conduct;;4, weekly work week.Monthly moral education work:1, at least once a month, the theme of education activities, to patriotism education, behavior norms of education as the focus, combined with major retreat day.2, the monthly class quantization assessment and class teacher assessment, selection of behavior for the standard model class.Moral education in each term:1, at the end of each semester to form three good student, outstanding student cadres, civilized student.2, at least once a semester, parents will be.,Student etiquette conventionA, the school leavers1, dress neatly to wear school card, step posture correct, full of spiri