倾听 · 记录 · 探究、
—“家族亲情记忆”听访叙评活动浅析
Listening, recording and researching
A brief analysis of the narration, interviews and
evaluation of the“ family memories”
田国富 Guofu Tian
甘肃省通渭县第一中学 Tongwei No. 1 High School, Gansu
活动的情景和设想
Activity scenarioes and
prediction
• 家族小说=> 家族史“口述历史”=>“家族亲情记忆”听访
叙评
• Family novel => family history “oral history” =>
“family memories” listening, interviews,
narration and evaluation.
• “家族亲情记忆”听访叙评=>“口述历史”的课堂延伸 和
尝试
• “Family memories” listening, interviews,
narration and evaluation => class extension and
attempts of “oral history”
活动的目的和意义
Purpose and meaning
• 家族在中国社会生活和文化意识中的地位 => 家
族史和民族史、社会史的关系
• The importance of clan in China’s social life and
cultural awareness => the relationship among
histories of family, nation and society.
活动的目的和意义
Purpose and meaning
“我们中国几千年来的历史，都是帝王将相史。小老百
姓的渺小，简直连一颗沙子都算不上，就是一粒尘
埃。”——个人写史作者杨夏丹
“China’s thousands of years of history are merely
those of the empires in the past. The ordinary men
are more than just like dusts, let alone like sands.”-- Yang Xiadan, an individual historical writer.
“如果我们承认个体至高无上的价值，我们的回忆就一
定会令人叹为观止……”—— 媒体人何三畏
“ If we admit the paramount value of each individual,
our memory will be overwhelmingly impressive.” ---He
Sanwei, a media player.
活动步骤（过程）
procedures
• 培训、背景研究、准备 （中学生历史写作大赛历
史写作培训材料、范文等）
• Training, background research, preparations
( materials, example essays for historical writing
competition for middle school students.)
• 听：亲近家人，倾听故事，了解有意义的家族故
事，自定角度编写初稿（手抄报）
• Listening: listening to the families, understanding
some meaningful family stories, writing the first
drafts based on their chosen angle.
活动步骤（过程）
procedures
• 访：按照写作角度访问亲人，记录他们的生活，感受亲情
的温暖 。
• Interviewing: interviewing relatives from the perspective
of their writing, recording their lives, feeling the family
warmth.
• 叙：按“中学生历史写作大赛体例”写成A文和B文
• Narrating: writing composition A and B according to the
composition regulations of the competition.
• 评：师生互动共享，对活动成果做出测评和总结
• Evaluation: students and teachers interact and share
with each other to make assessment and general
comments on the final results
活动成果
final results
• 产品 （60名学生）
故事手抄报46份
交流感言 32篇
故事文本 25篇
人物访谈视频2个
• Works from 60 students.
• 46 handwritten reports
• 32 pieces concerning exchange and feelings
• 25 stories
• 2 videos of interviews
活动成果
final results
• 大多数学生的访谈和叙写涉及到祖父母辈曾经经
历的艰难时期（含解放前、农业合作社、五八九
年“通渭饥饿”、“引洮工程”、“文革”等）
的生活经历
• The majority of the works covers the past bitter
experiences of their grandparents during the
hard times( pre-liberation, agricultural
cooperative society, great famine in Tongwei
county, cultural revolution, etc.)
对学生的影响1
impacts on students
感知亲人种种生活际遇和奋斗中身体、心灵、情感的体验，了解在特定
历史背景下，时代、政策、地域等因素给不同阶层的个人命运带来的影
响，而个人又是怎样应对的，从而增进对共同人性的理解以及对个体价
值的体会。
To understand family members’ physical, spiritual and emotional
experiences during their struggles; to know the particular
impacts of diferent historical contexts, times, policies and
geographical elements on people of all social strata; to know how
each individual copes with all the challenges so that students
themselves deepen understanding in general human nature and
individual value.
对学生的影响1
每个农民的一生都是一部传奇，即使他们毫无建树，那些丰富的人生往
事也足以让他们熠熠生辉。大地见证了他们的欢笑和辛酸，她像一个忠
实的朋友，听他们讲述生活的苦楚、平凡的乐趣和莫名的委屈。犁锄在
大地上划出深浅不一的沟痕，记录下先辈的故事。
——闫承宏《大地的峥嵘岁月—曾祖父的故事·后记》
The life of each peasant is a novel because the rich experiences are
enough to make them shine like stars, despite the fact they make no
achievements. The earth witnesses their laughter and pains, and she
is like a faithful friend,who listens to the them when they relate the
tribulations of life, plain pleasures and unknown grievances to her.
The plow marks various wrinkles on the earth surface, by which the
stories of the predecessors are recorded.
<The struggling years on the soil---stories of the great grandparents-an
epilogue>
对学生的影响2
Impacts
on
students
2
将亲人的经历与体验放在一定的时代背景或具体历史事
件中观照，进而领略一定历史时期的制度、政策在普通
人身上留下的印迹，理解地方或个人小叙事与社会（国
家乃至世界）大叙事之间的关系。
By setting the experiences of the family members in a
certain historical context and specific events,
students are able to understand the impacts of the
regulations and policies relevant to those periods
on the people, and the relationships between the
local and the centre, and individual and the nation
例：黄馨怡《奶奶和姥姥的1959—1960》
Example essay: <
地方和国家叙事
local and national evens——《一个
县的共同记忆》
the collective memory of a town.
“60年，人吃人、狗吃狗的年成”
1958-61年通渭饥荒：
人民公社化
引洮工程、大炼钢铁
“大跃进”虚报和征购
=>人均口粮不足30斤/年，
民众以草根树皮充饥，
出现人体浮肿
1958-61 Great Famine in Tongwei
People’s Movement
Great Leap Forward---false declaration and
compulsory procurement
Water Transmission Project, Steel-making Movemnt
=>subsistence food per capita lower than 15 kilograms per
year
grass roots and barks as food
个人叙事
personal accounts
粮食都去哪儿了
Where are all the grains
1958年，在还不到三十岁的奶奶的记忆里，华家岭乡充斥着一个接一个的
会议和风风火火的“大战”。 “大战华家岭”，“大战洮河”，还有临近的
靖远大炼钢铁。青壮年的劳动力，每天都在挖坎沟、挖水渠、栽树，粮食成
熟的季节，只有村里为数不多的老幼妇孺收割了一少部分粮食，其余的，全
都“掉在了地里”。同年，办起了食堂（人民公社成立）。奶奶对食堂的评
价是：“吃不饱、饿不死。”印象深刻的是每天都有妇女在食堂门口叫骂，
把吃不饱的怨气倾泻在几位掌勺师傅身上。
•
In 1958, Huajialing village was rife with non-stop meetings and feverish
campaigns, according my grandma who was then below thirty. All ablebodied young labors were diging gutters, water passages, and planting trees.
When harvest came, only a few old women and children reaped a few grains
and the rest went to waste on the filed. The same year saw a new cafeteria.
My grandma’s comment on the cafeteria was “ where belly won’t be full but
no one will be starved to death.” Her deepest impression was that some
women who vented their anger from hunger would abuse the chef verbally.
个人叙事
personal accounts
• 公粮上交后，村里的粮食所剩无几，个人
不允许保有粮食，人们熬过了一个艰难漫
长的冬天。
• when public grains were paid, there was
almost nothing left because no one was
allowed to keep food. So it was a hard and
long winter for them.
.
个人叙事
personal accounts
粮食都去哪儿了
Where are all the grains
但第二天一早，饥饿的人们仍旧扒开粪堆，争抢着吃生豌豆。令我印象深刻
的是奶奶记忆里豌豆的味道：“那生豌豆香得很，泡得胀胀的，不知道为什
么那么甜。”到了饥饿的边缘，人们的心理底线在不断地降低，那时的奶奶，
一颗粪堆里的生豌豆都能吃出这样的滋味。
But in the next morning, famished people stills scrambled for seeds buried in
the dunghill and ate them. ”my grandma impressed me by relating to me the
taste of the pods back then. “that bowl of pods was way too out of this world
with each pod being saturated in the water. I had no idea why it was so
sweet.”
个人叙事
personal accounts
粮食都去哪儿了
Where are all the grains
到了饥饿的边缘，人们的心理底线在不断地降低，那时
的奶奶，一颗粪堆里的生豌豆都能吃出这样的滋味。
Standing on the verge of starvation, people were
losing their awareness and my grandma back then
could even have that feeling from eating raw pods in
the dunghill.
个人叙事
personal accounts
粮食都去哪儿了
Where are all the grains
在这样的播种中，粮食终于告罄。4月，生产队长将最后
一些干瘪的种子和鸡食分给大家，解散了再也无力维持
的食堂，携一家老小逃往外地。After such farming
method, grains were soon depleted. In April, caption in
charge of production distributed the last storage of
seeds and fodder among villagers and disbanded the
failing cafeteria. He fled with his families.
饿
59年的春天到来了，饥饿变得严重。
•
•
最后的种子，一部分种到地里，但更多的没有煮熟就被人们争抢着吞下肚子。
干部们为了防止社员偷吃，在晚上将作为种子的豌豆埋在粪堆里。The Spring in
1959 came and the starvation worsened.
Some of the last proportion of seeds were sowed and the majority were
swallowed raw by people scrambling for themVillage officials buried the pod
在这样的播种中
，粮食终于告罄。4月，生产队长将最后一些干瘪的
种子和鸡食分给大家，解散了再也无力维持的食堂，
携一家老小逃往外地。
seeds into the dunghill to prevent people from stealing.
跑 fleeing
奶奶在这样的饥饿中，熬到6月，随后，她决定“跑”。尽管户籍制度相当严
格，任何一位没有证明的人都会被留在收容所之后被遣回原乡，但奶奶别无
选择。Amidst such great famine, my grandma struggled until into
June and decided to flee. Stringent as the house registration
system that stipulated anyone without identification would be
deported back after being detained in a shelter, my grandma had no
choice.
她通过亲戚关系，开到了介绍信和三个月的粮食关系，带着一张车票，两个
孩子，去定西找我的爷爷。Through connections, she managed to get a
recommendation letter and a three-month food ticket, and then she
went westwards to find my grandpa carrying two children.
福利院·善 charity house---kindness
60年，大面积饿死人的情况终于被上级政府知悉。In 1960, the large
casualties resulted from starvation finally came to the attention of
governments of higher level.收容家人饿死的孤儿的福利院办起来了。奶奶自
己去找民政局女局长，以共产党员的身份，被安排在福利院工作。Then
charity houses to let in orphans of the deceased were built later. And my
grandma went to the woman director of the local civil affairs bureau as a
CPC member. Then she was allowed to work at a charity house.
上百个孩子，大多来自通渭，奶奶说，仅就通渭县文小队一
个队，就有十几个孩子在福利院，他们的家人大多饿死。
According to her, the majority of the hundreds of orphans
came from Tongwei and there were scores of kids from the
same community in Tongwei. Their parents were almost
starved to death.而全家饿死，连孩子都没留下来的，更是
无处统计。The number of those families that all died in the
famine defied counting.福利院里，孩子们的哭声像猫的气息
一样微弱。有好些孩子因为长时间饥饿，连喝米汤都会被撑
死。The cries in the house were as weak as the breathes
of the cats. Some kinds even died when eating as a
consequence of prolonged starvation.
• 对于我们来说，不仅仅是追寻被时代洪流淹没的个体记忆，
收集与复原那些历史的碎片，更是在‘寻根’——寻找和父
辈、祖辈的亲密感，重新面对我们的过往，返回我们来的地
方，找到我们未来的方向。
• For us, it is more of seeking roots than
• just collecting individual memories gone into oblivion and
restore those fragmented historical facts; we are seeking
our way to feel for my forbears and fathers, look at the past
with a brand-new perspective, go back where we came
from and find our future course.
福利院·善 （续）
那时，定西地委有一位书记，因为之前报告通渭有可能失散人口
而被打成右派，批斗之后，在福利院掏煤灰，饿得几乎没力气。奶奶和
另一位师傅，将蒸馒头之后笼布上的面刮下来，卷在报纸里偷偷从灶火
门里送给他。这样得到奶奶帮助的人，还有好几个。而帮助过奶奶的人，
又有许多许多。…
•
Charity house---kindness (a continuation)
• At that time a local party secretary in Dingxi was persecuted for his
leakage of news of possible human loss in Tongwei and he was made
a rightist. As a punishment, he was sentenced to collecting coal dust in
the charity house where my grandma worked. Starvation rendered him
almost powerless. My grandma and some chef gave him some stewed
bread crusts wraped in a newspaper to secretly give him. There were a
few others who were helped by my grandma this way. And those who
helped my grandma were beyond counting.
正是这些善意，在那个艰难的、恐惧的、活着是这样幸运又
辛苦的时代里，让奶奶和姑姑，终于坚强地活了下来。而奶
奶，也凭借着她的魄力，她的善良，她的勤劳，在饥饿的死
亡线上，在与时代和政策的抗争中，拉回自己的一条命，拉
回姑姑、曾祖母、舅爷爷等等的许多条命。
It was these kindnesses at that difficult, terrifying and painful
years that sustained my grandma and my aunts. And my
grandma on her own will and power got a second chance
of life not only for herself but also for many families like my
aunt, great grandma etc with her kindness, diligence and
tough struggle with the then policies and situations.
作者体悟
Feelings
我相信两个词语：“思索”和“怀疑”。
I believe in thinking and doubting.
从小时候开始读书，对历史的学习，从零碎的电影、故事片段
到中国史世界史的基本框架，当年龄长到一定的程度，当许多
念头相互抵牾，我想，我问：“什么是真实？”真实成为一种
目标，而怀疑和思索是我寻找它的原则。My study in history
involved many movies, documentaries and my formation of
the frame of Chinese history and the global history. At a
certain age when many notions are conflicting with each other,
I think “ what is truth?” seeking truth thus became my goal
and douting and thinking my guiding principles.——黄馨
怡《真实·后记》Huang Xinyi <Truth---an
afterword>
对学生的影响3
Impact on students 3
代际教育：家族亲情故事中体现的事件意义、情感倾向和价
值观，成为后辈们的家族文化和精神遗产。
Intergeneration education: significance, emotive
tendency and values shown in the family stories have
become a family culture and legacy for future
generations.
对学生的影响3
Impact on students 3
我深刻地体会到，口口相传的故事里承载着一个家族怎样的底
数百年后历史的风貌大不相同时不变的又是什么。
——黄馨怡《奶奶和姥姥的1959—1960》后记
I have come to the profound realization that the
families stories passed down orally what are those
unchanged within a family during the course of
hundreds of years.
Huang Xinyi < My grandma and great grandma’s
memories from 1959 to 1960> an afterwor
对学生的影响3
Impact on students 3
祖父虽然平凡，但他顽强的求生毅力和对良知底线坚
守，却是一把不灭的火炬，照亮了他周围的人群。
Though ordinary, my grandfather was like a neverending torch lighting up the sky for those around
him with his robust perseverance to live on and
staunch adherence to his consciousness.
—— 张江伟《我的祖父·后记》
---Zhang Jiangwei <My Grandfather--afterword>
对学生的影响3
Impact on students 3
张江伟撷取了祖父一生的三个重要片段：年轻时“羁
旅漂泊，苦力为生”，中年的“饥荒岁月”，晚年的
“心灵慰藉”，展示困苦的境遇如何改变祖父，祖父
又是怎样应对种种磨难的。
Zhang Dejiang selected three significant episodes of
his grandfather’s life, namely: his vagrant and
laborious youth; starvation at midlife; spiritual
consolation when old. All three shows how
adversities changed his grandfather and how he
coped with tribulations of all sorts.
反思——不足
reflection---inadequacy
• 历史素养积淀所限=>1/3学生随访谈进行的
背景研究不深入，对经历的细节和感受挖掘
也较浅
• Historical knowledge is limited=>one third
of the students did research deep into the
background as the interview session
proceeded, and didn’t discover much from
details and experiences.
反思——不足
reflection---inadequacy
• 非虚构写作积累所限=>选择素材、信息综合、
分析论证和语言表达等方面欠缺，故事描述
不够真切
• Non-fictitious writing ability falls short---they
are not adequate in selecting writing
materials, synthesizing information,
analyzing, demonstrating, and language
expressions. Accordingly, their stories are
not convincing in the description.
发掘历史，对于我们来说，不仅仅是追寻
被时代洪流淹没的个体记忆，收集与复原那些历史的
碎片，更是在‘寻根’——寻找和父辈、祖辈的亲密
感，重新面对我们的过往，返回我们来的地方，找到
我们未来的方向。For us, it is more of seeking roots than
just collecting individual memories gone into oblivion and
restore those fragmented historical facts; we are seeking our
way to feel for my forbears and fathers, look at the past with
a brand-new perspective, go back where we came from and
find our future course.
• ---abstract from the textbookok.
摘自《课本上不说的历史—中学生笔下的家国记忆》