方素珍是台灣兒童文學的作家之一，她自1975年投入兒童文學創作，先後獲得不少獎項的肯定，作品有：兒歌、童詩、童話、圖畫書、譯寫圖畫書、改寫、兒童散文、少年散文、國小及幼稚園課文、偉人傳記、期刊等。其作品具有童趣且質量均佳，又為現任的中國海峽兩岸兒童文學研究會理事長，值得研究者專文探討。
　　本研究運用文獻分析法、文本分析法、訪談法，以方素珍從投入創作到2005年的兒童文學作品裡的兒歌、童詩、童話（含圖畫書）、兒童故事為研究文本，探討其主題思想、寫作技巧、人物性格與形象塑造，並做歸納整理：
一、主題思想
（一）兒歌、童詩：描述兒童心理與想法、教育啟發兒童、激發兒童想像力。
（二）童話、兒童故事：以愛為圓心、提升情緒智商（EQ）、道德智商（MQ）、鍛鍊個人特質。
二、寫作技巧
（一）童話和兒童故事的結構模式有：模仿貓模式、家／離家／回家的模式、奇遇模式、魔法模式、時空壓縮模式、夢遊奇境模式、綜合模式、反復模式、大小故事模式、成長模式等。
（二）兒歌、童詩的修辭格：以押韻、反復、擬人、對偶、感嘆運用次數最多。
（三）常用語類別：直語、真語、口語、淺語。
（四）呈現的語言特色：樸質率真、簡潔明快、諷刺、婉約且具創意。
三、人物性格與形象塑造
（一）兒童形象
　1.品德與人際方面：心地善良、珍視感情、單純率直、有情有禮、熱心體貼、樂於分享。
　2.求知與意志方面：聰明機智、獨立自主、積極努力、好奇多問、在乎成績、上課分心。
　3.性情與心理方面：活潑開朗、成熟懂事、隨年齡成長而改變想法、樂天知足、孝順父母、活潑愛現、缺乏耐性、無故爽約、嫉妒心重、膽小害怕、吐苦水、找藉口、心情緊張、自我中心、現實勢利、偷懶取巧、盲目附從、多嘴多舌、缺乏自信、愛幻想、狡猾奸詐。
（二）師長形象：盡忠職守、具長者之風、關愛子女的父母、用心教育及放棄學生的師長、弄巧成拙、奢侈浪費。
（三）兒童多樣性格形象：好吃懶做又愛面子、智商不高又沒有耐心、可愛單純又喜歡幻想、熱心又同情弱者、多話又喜新厭舊、聰明熱心又勇於追求夢想、對發表有恐懼感且珍惜友誼具善心、熱心又健忘、貪玩好奇又樂於分享、崇拜姐姐又疼愛寵物、熱心細心又念舊負責任、熱心又聰明。

本研究對方素珍的譯寫圖畫書、改寫、兒童散文、少年散文、國小及幼稚園課文、偉人傳記、期刊創作等未作分析探討，而方素珍最喜愛的是兒童圖畫繪本，也是她最用心創作的重心所在。有心研究方素珍兒童文學創作者，日後可在這方面再作深入的探究。

Abstract

Ms. Fang, Su-chen is one of the writers of children's literature in Taiwan. Even since she devoted herself to children’s literary in 1975, she has successively obtained many rewards. Her works are as follows: Children's songs, children’s poetry, fairy tales, picture books, translating and writing picture books, rewriting , children's prose, juvenile prose, primary school and kindergarten text, great men's biographies, periodicals etc. Her works are worthy to be discussed specifically for the following two reasons. First, her works, with a good quality, always interest children. In addition, she is the incumbent president of the research association of children's literature of Taiwan and the Mainland China.
This research used the analytic approach of documents, analytic approach of the text, and interviewing. Ms. Fang’s works, including children songs, children’s poetry, fairy tales, picture books, and children’s stories, were used as a study text to discuss the themes, writing techniques, personage's personality and image-building as well as to sum up and to put in order.

First, the themes.
(1) Children's song and children’s poetry: She described children's psychology and ideas, educated and inspired children, and excited children's imagination.
(2) Fairy tales and children's stories: She helped to enhance EQ, MQ and forge personal features. Love was the center of her works.
Second, writing techniques.
(1) The structure of fairy tales and children's stories include ways of cat imitation, ways of home / leaving home / going home, ways of coincidence, ways of magic, ways of compression of time and space, ways of sleep-walking in a wonderland, comprehensive ways, repeated ways, all kinds of story ways, and growing ways.
(2) Among all the rhetoric in children's songs and children’s poetry, rhyming , repetition, personification , antithesis, and exclamation were used most frequently.
(3) The commonly-used words included straight language, real language, spoken language, and simple language.
(4) The language was succinct and lucid, sarcastic, creative, as well as graceful and restrained.
Third, personage's personality and image-building
(1) The aspect of morality and interpersonal relationship: Being good-natured , valuing emotion , being simple and forthright , having passion and courtesy , showing consideration, and being willing to share .
(2) The aspect of knowledge seeking and the will: Being clever and wise, being independent, being active and hard-working , being curious and inquisitive, caring about the grades, and being distracted in class.
(3) The disposition and psychology:
1. Children and anthropomorphic role: being lively and optimistic, being mature, changing ideas as growing up, being carefree and contented, being filial toward parents, being vivacious and loving to perform, lacking patience , failing to keep an appointment, being jealous, being timid and afraid, speaking out grievances, finding excuses, being nervous , being self-centered, being snobbish , being lazy , following blindly, being talkative, lacking confidence, having fancy all the time , being cunning and fraudulent.
2. Teacher: doing one’s duty, behaving like an adult, parents who care about children, teachers dedicated to education and those who give up students, trying to be clever but turning out the contrary , being extravagant and wasting frequently.
(4) Various personality : Being gluttonous, lazy and concerned about face-saving, having low IQ and lacking patience, being lovely and simple and loving illusion, being enthusiastic and sympathizing with the weak, being talkative and abandoning the old for the new one, being clever and enthusiastic and pursuing the dreams actively, being afraid to express, treasuring the friendship and being kind-hearted, being enthusiastic and forgetful , being fond of playing, curious and glad to share, adoring the elder sister and loving pets , being enthusiastic, being careful, keeping old friendship in mind and shouldering the responsibility , being enthusiastic and clever.

This study didn’t include the analysis and discussion of Ms. Feng’s picture books, rewriting, children’s prose, juvenile prose, primary school and kindergarten text, great men’s biographies, and periodicals. Besides, it is the picture books that Ms. Fang herself likes most and dedicated the most efforts to. Those who want to study more about Ms. Fang Su-chen, the writer of children’s literature can probe in this aspect in the future.

Keywords: Fang Su-Chen; Children's literature; Children’s poetry; Children's songs; Picture books; Fairy tales; Children’s stories

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