Abstract
As a modern academic neologism, “science-literature-art” is an important component of Chinese children’s literature. Looking back on the process of the establishment and development of the term science-literature-art over the course of a century, it can be seen that it has undergone a transformation from “scientific literature” to “science-literature-art”, which gave rise to a theoretical discourse and critical paradigm that integrated the three dimensions of scientificity, artistry, and ideology, and derived a variety of subtypes. Looking into the evolution of science-literature-art, we can summarize its characteristics as follows. First, the concept of science-literature-art did not naturally arise from the Chinese literary tradition, but through transplantation, reconstruction, and Sino-foreign conversion, through introducing and absorbing the influence of the Soviet Union. Second, the development of science-literature-art is a dynamic process. With new scientific discoveries and changes in the views of Chinese children’s literature, the content of science-literature-art works has also changed.
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Zhou **aojuan is an Associate Professor at the College of Chinese Language and Literature, Northwest Normal University, China. Her research direction is children's literature and comparative literature. She has published two books related to children's literature and many articles in Foreign Language Teaching, Chinese and Foreign Culture and Literary Theory.
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**aojuan, Z. On “Science-Literature-Art” in Chinese Children’s Literature. Child Lit Educ 55, 91–105 (2024). https://doi.org/10.1007/s10583-023-09532-0
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DOI: https://doi.org/10.1007/s10583-023-09532-0