不知你是否留意过这样一个事实:当你给幼儿教唱一首好儿歌或者讲述一个好故事的时候,你的小听众是那样兴致勃勃,全神贯注,情绪激动。如果你问他们:这首儿歌或这个故事好不好,懂不懂?他们会毫不犹豫地回答你:“好!”“懂!”可是,你进一步问:“好在哪儿?懂了什么?”他们又往往茫然不知所对,什么也说不出来。早在十九世纪六十年代,俄国的文学批评家尼·瓦·舍尔古诺夫在《评阿·奥斯特罗果尔斯基编辑出版的儿童杂志<儿童读物>》一文中就引述过与上面所述相类似的现象。舍尔古诺夫认为儿童“热情贪婪地阅读而又什么也述说不出来”的现象是一种“独特的客观性”,即儿童能感受到文学的美妙,但往往讲不出其所以然。而文学对儿童的“良好的影响”正是通过这种“独特的客观性”来实现的。舍尔古诺夫在同一篇文章中进一步阐述儿童文学影响儿童的途径:“一本读物就只应去打动他们 I wonder if you have noticed the fact that when you give kindergarten children a nice song or tell a good story, your little listeners are so excited, absorbed and emotionally excited. If you ask them: The first song or the story is not good, do not understand? They will not hesitate to answer you: “Good!” “Understand!” However, you further asked: “Where is the good? ”They are often confused and can not tell anything. As early as the 1860s, Russian literary critic Niwa Sheergunov quoted in his article “Childrens Books” edited and annotated by A. Ostrogorski. Over the similar phenomenon described above. It is a “unique objectivity” that Seljukov believes that children can read “passionate greedily and say nothing”. Children can feel the beauty of literature but they often can not tell the truth. The “good influence” of literature on children is precisely through this “unique objectivity.” In the same article, Sirgunov further elaborates on the ways in which children’s literature affects children: "a book should only be moved by them