从家庭教育主题分析《小妇人》中乔·马奇的性格,英语论文.docx

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1、从家庭教育主题分析(小妇人）中乔马奇的性格,英语论文 (小妇人是路易莎 梅 奥尔柯特的代表作。它通过讲述美国南北战争时期马奇家的四姐妹的成长故事，树立了以乔为首的一群兼具传统美德与女性意识的新型女性形象，给后人留下了深入的启迪和教育意义。本论文重点分析了书中的主人公乔 马奇的性格和以马奇太太为核心的家庭教育,并且指出了家庭教育对她的影响。通过分析乔 马奇的性格及马奇家庭的教育方式方法，能够起到一个积极启发的作用。乔在辛勤劳动、独立自强、慈善精神以及满足常乐四方面的教育下，战胜生活中的重重困难，最终成为了有思想的成功女性。此论文的第二章主要分析了乔的性格。第三章讨论了(小妇人中的家庭教育,主要为

2、马奇太太的教育方式方法。第四章阐述了家庭教育对乔的生活的影响。第五章总结家庭教育对乔性格美德养成的重要意义。另外指出家庭教育在现实生活中的重要性。 本文关键词语：(小妇人；乔 马奇；家庭教育；性格 The Analysis of Jo March s Personality in Little Women from the Perspective of the Family Education Theme ABSTRACT Little Women is Louisa May Alcott s masterpiece. It sets the modern female image of a

3、groupof women led by Jo with both traditional virtues and female consciousness by telling the storyconcerning the lives and loves of the March s four sisters growing up during the American CivilWar. The book has a far-reaching significance in enlightenment and education. This thesis isintended to an

4、alyze the characteristics of the main character Jo March s personality and Mrs. March s methods of family education, and it also points out the influences of family education onher. Under the family education on work hard, self-independence, kind-heart and satisfaction, Joovercomes difficulties in e

5、veryday life and eventually becomes a thoughtful successful woman. The second chapter of this thesis presents the analysis of Jo s personality. The third chapterdiscusses the family education in Little Women, mainly about the methods of Mrs. Match s. Thefourth chapter illustrates the influences of f

6、amily education on Jo s life. Based on the previouschapters, a conclusion about the momentous significance of family education on thedevelopment of Jo s character is given in the fifth chapter. In addition, current significance offamily education is pointed out. Keywords: Little Women; Jo March; fam

7、ily education; personality TABLE OF CONTENTS 摘 要 ABSTRACT Chapter One Introduction Chapter Two The Analysis of Jo March s Personality in Little Women 2.1 Equality and love 2.2 Self-support and self-esteem 2.3 Self-sacrifice Chapter Three Family Education in Little Women 3.1 Education on working hard

8、 3.2 Education on self-independence 3.3 Education on kind-heartedness 3.4 Education on satisfaction Chapter Four The Influences of Family Education on Jo March 4.1 Being successful in career 4.2 Being equal in marriage Chapter Five Conclusion REFERENCES ACKNOWLEDGEMENTS Chapter One Introduction The

9、literature world of America in the 19th century was the age of talented writers. Washington Irving, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, MarkTwain, Herman Melville and Walter Whitman etc. were all masters with their thought-provokingworks. Remarkably, many ladies also picke

10、d up their pens and devoted themselves to writing. Susan Warner s The Wide, Wide World, Harriet Beecher Stowe s Uncle Tom s Cabin andCharlotte Mary Yonge s The Heir of Redclyffe were the representative ones. Hundred years havesoon passed, many works of the female writers in the 19th century graduall

11、y overshadowed, butthere is still one shines along- Louisa May Alcott s Little Women. Based on the life of herchildhood, Louisa May Alcott developed the novel with simple words and pure emotion, butreminded readers of the feelings of coziness, and also caused readers to think deeply about life. As i

12、s pointed out by Liu Chunying (2001:98), the ladies in the March s family are all artists. Jo writes novels, Amy paints pictures, Beth plays the piano, Meg manages the housework, withmother teaches and guides untiringly. They create a life of prestigiousness, invigoration andautonomy. Each of them r

13、eceives what they need and what they deserve. The novel shows theirprogress into young womanhood with the additional strains of romance, Beth s terminal illness,the pressures of marriage and the outside world. At the same time, independence is the commoncharacter of the four girls. Rolla Romero once

14、 cited in her Family Lives and The Novels, InLittle Women, Alcott created a value system in the background of the Civil War, it not onlyprovides the priority to women, but also the priority to the women as a representative of theinherent vitality. (Elliott 2005:121) This is the story of their growin

15、g maturity and wisdom andthe search for the contentedness of family life. The typical image of women built in LittleWomen is inseparable with the education in the age of the Civil War and the family education ofthe Marches. Some recent studies have shed light on the analysis of the personality of th

16、e characters inthe novel. In 2001, Liu Chunying summarized the personality of the March sisters of self-independence and self-esteem, also with love and self-sacrifice. Later, other scholars, forexample, Chen Youfang and Chen Jing put forward some new analysis in 2008. However, mostformer studies on

17、 Jo s personality are relatively simple and general. Besides, the socialbackground is so excessively described that it is a little bit hard to have a better understanding. Above all, it is necessary to analyze Jo March s personality with a more specific conception. This thesis focuses on the analysi

18、s of Jo March s personality and the methods of familyeducation. Chapter Two and Three are the core of this thesis, Jo s personality and the methods ofMrs. March s family education are explained at length by giving relevant examples. Chapter Fourillustrates the influences of family education on Jo s

19、life. At last, a conclusion is given in the fifthchapter. Chapter Two The Analysis of Jo March s Personalityin Little Women Jo March is the main character of Little Women. Her character is based in a large part on LouisaMay Alcott herself. Jo leaves a deep impression of an outspoken tomboy with a pa

20、ssion for writingon the readers. What s more, she differs from the traditional girls. In this chapter, Jo March sdistinctive personality will be explored. 2.1 Equality and love In the 19th century society only the male was dominant, and the female was subjected to themale in America. Jo constantly p

21、ursues equal rights, and she is a representative of new womenwith great vigor in mind. At the beginning of the novel, the author has already portrayed the unique image of Jo. Shespeaks frankly and bluntly with quick and insightful minds. I m not! And if turning up my hair makes me one, I ll wear it

22、in two tailstill I m twenty, cried Jo, pulling off her net, and shaking down a chestnut mane. I hate to think I ve got to grow up, and be Miss March, and wear long gowns,and look as prim as a China Aster! It s bad enough to be a girl, anyway, when Ilike boy s games and work and manners! I can t get

23、over my disappointment innot being a boy. And it s worse than ever now, for I m dying to go and fight withPapa. And I can only stay home and knit, like a poky old woman! (Alcott 2007:6) Jo is eager to be a boy, so that she can do what she wants to do without constraints. Shedoes not like wearing the

24、 dress and she is not good at doing housework. Born in the 19th century,girls were considered that their ultimate pursuit was family and marriage. However, Jo scoffs atsuch idea, thinking women should be equal to men. She develops her talent in writing which isthen only men s territory, and devotes

25、herself to creating works with her own thoughts. Jo is of great compassionateness as well as her sisters, who show their sympathy for thepoor by taking actions. When the Match sisters hear of the poor neighbor s sufferings on theChristmas Day, they immediately bring their breakfast to the poor, whil

26、e Jo is especiallyenthusiastic. Although they all lose their delicious breakfast, no one feel unpleasant. On a coldsnowy morning, Jo digs paths with great energy for the pedestrians convenience though thesnow is light. She finds the lonely Laurie and then comforts him. Regardless of the concept ofth

27、e secularism, Jo warms his lonely heart with her passion and vitality, helping Laurie integratesinto their life. Their friendship also sprouts. On the one hand, Jo is an independent girl, having her own ideal and pursuit; on the otherhand, she is responsible for her family, and she loves her family.

28、 This comes to a sharp conflict,but Jo manages it perfectly with her consistent efforts, which drives her to make a mature woman(Cheng Wu, 2018:11). 2.2 Self-supporting and self-esteem Jo is unwilling to play the role of perfect Victorian woman. What she favors is to live theway a boy does. Her refu

29、sal to be one of the Little Women is obvious from the beginning of thenovel. She is against social and moral restrictions. As the novel s famous first line Christmaswon t be Christmas without presents! (Alcott 2007:3) Jo dares to withhold gender differencesthat the society has forced on life. Her fi

30、rst success of writing, the publishing of her work, givesher more energy to realize her dream. Jo tries to live up to what her father has expected after reading her father s letters which sayshis wish for the girls. She recognizes that she is not the only one who is struggling with outburstsof anger

31、. Much to her surprise, she finds out that her mother also has a hidden temper. It helps Joto believe that she could have controlled hers with effort. The March sisters all have a strong sense of self-esteem, among which Jo is the typical one. When Amy revenges her and burns her beloved old book, Jo

32、 loses her temper, almost shakesAmy to death. In the following days she refuses to take notice of Amy, ignores her apology untilAmy is almost in danger. 2.3 Self-sacrificing Jo is often self-sacrificing. Jo regards herself as head of the family in her father s absence,helping her mother to support a

33、nd protect the family. She goes to take care of aunt Marcheveryday to earn more money for the family, therefore, Jo has to control her bad temper towithstand aunt s strange disposition. Jo is Beth s confidant and monitor. To Jo alone did the shy child tell her thoughts, and overher big harum-scarum

34、sister Beth unconsciously exercised more influence than anyone in thefamily. (Alcott 2007:57) Unfortunately, Beth contracts scarlatina and becomes more or less aninvalid. Jo worries day and night and takes care of Beth as a mother. She says that she would notforgive herself for Beth s illness is due

35、 to her carelessness. But Beth still leaves them finally,with a broken heart, Jo makes efforts to comfort her parents. The spirit of self-sacrificing is incarnated the most in the emotional entanglements betweenJo and Laurie by the author. Jo loves Laurie, the wealthy handsome neighbor boy, and so d

36、oesLaurie. However, Jo s love is so pure that there s no selfishness within. She even wants to leaveLaurie to Meg, to her other sisters. But to the readers disappointment, Jo refuses Laurie sproposal. Jo followed a minute after to wave her hand to him if he looked round. Hedid look round, came back,

37、 put his arms about her as she stood on the step abovehim, and looked up at her with a face that made his short appeal eloquent andpathetic. Oh, Jo, can t you? Teddy, dear, I wish I could! That was all, except a little pause. Then Laurie straightened himself up, said, It s all right, never mind, and

38、 went away without another word. Ah, but itwasn t all right, and Jo did mind, for while the curly head lay on her arm aminute after her hard answer, she felt as if she had stabbed her dearest friend,and when he left her without a look behind him, she knew that the boy Laurienever would come again. (

39、Alcott 2007:521-522) Jo s love to Laurie is shown obviously by these few words. Jo dares not to love, though thelove is deeply in her heart (Liu 2001:99). Chapter Three Family Education in Little Women Family education is the most primary education a person receives. It has a forward-lookingand sign

40、ificant importance of a person s growth. Being the core part of the family education inLittle Women, it is obviously that Mrs. March has a profound impact on the March sisters. Mrs. March chooses to educate her daughters through every detail in the reality, guiding them toidentify their shortcomings

41、 and learn the valuable lessons from their own life. 3.1 Education on working hard John Wesley, the famous Methodist movement evangelist in the 18th century, once said Desperately to make money, save money desperately, desperately to donate money. Thisremark becomes the penetrating summary of the Pu

42、ritan thoughts. Being the descendant of thePuritan, the spirit of working hard is everywhere to find in the family education of the Marches. Looking through the whole novel, the theme of work is one of the main duties of the Marchsisters. In the first chapter, Mr. March writes the letter to his fami

43、ly and says A year seems verylong to wait before I see them, but remind them that while we wait we may all work, so thatthese hard days need not be wasted. (Alcott 2007:14) According to Mr. March, the purpose ofwork is to conquer themselves, only working hard can help them tide over the one-year tou

44、ghtime. Mrs. March holds the same opinion as her husband s. In the eleventh chapter, the sisters try to get rid of the heavy work and enjoy themselvesdoing nothing for one week. Mrs. March also deliberately puts aside the housework she usuallykeeps. However, to their great surprise, they find that t

45、hey all live in chaos as the life is off theright track. Time becomes rather long and they are in extreme depression. Lounging and larkingdoesn t pay, observed Jo, shaking her head. I m tired of it and mean to go to work at somethingright off. (Alcott 2007:164) Mrs. March then tells them as a little

46、 lesson, I would show youwhat happens when everyone thinks only of herself. Don t you feel that it is pleasanter to helpone another, to have daily duties which make leisure sweet when it comes, and to bear andforbear, that home may be comfortable and lovely to us all? (Alcott 2007:164-165) Under the

47、guidance of mother, the sisters shoulder their responsibilities again, and promise to be workinglike bees. The cost of hard work is undoubtedly fatigue and sweat, but the fruit of hard work is afamily s harmony and happiness. (Gan 2018:47)This is the nature of hard work what Mrs. Marchteaches to her

48、 daughters. 3.2 Education on self-independence From the early to the mid 19th century, a new ideology called transcendentalism is quitepopular in the New England area. The ideologies stress that the individual should go beyond theimpact of established religion, and thus enter into an ideal state of

49、mind to know the truthdirectly. Although in the 19th century society, only the male was dominant, and the female wassubjected to the male, the seeds of modern female images began to sprout. Therefore, the spiritof self-independence is embodied in Little Women. The education on the spirit of self-independence appears in two aspects: one is that womenshould be independent on finance; the other is that women should keep th