碎片化閱讀與深思考Fragmentary Reading and Thoughtful Thinking

林巍

隨著互聯網技術的發展，信息的傳播越發便利，使得人們的閱讀出現了碎片化2的趨勢。隨時隨地，可見“低頭族”們通過手機、平板電腦、電子書等進行著斷斷續續的刷屏。

長篇大論，似乎不再受人青睞，而吸引眼球的是那些關鍵字眼和閃光警句。甚至源于紙媒的稿件，經過網絡編輯的“集納化”3處理，也達到了1+1≥2的效果，于是更加強化了大眾傳播中的碎片化寫作風格和閱讀習慣。

例如，某大學的網站，為報道一研究生在宿舍衛生間用毛巾上吊自殺一事，提煉出了若干詞語：帶母上學、蝸居、畢業即失業、讀書無用、知識難改命運、研究生自殺……構成了事件經過，而不求深度的讀者也便就此滿足。

碎片化閱讀為人們帶來了“俯拾即是”4的前所未有的便利，但也引起了專家、學者的憂慮，因為它改變了我們文化發展的節奏，破壞了印刷文化的深度性、連續性和統一性。

然而，我以為，碎片化閱讀在本質上是社會碎片化和多元化的體現，是傳統社會向現代社會轉型過渡期的一種必然。回看人類的閱讀史，人們曾在甲骨、竹簡、羊皮等媒介上閱讀數千年，知識傳遞和發明創造并未截斷。關鍵5在于閱讀者本身，而不在信息的載體。

其實，對于傳統的書刊也可做碎片式閱讀，而對于電子終端接收器上的信息亦可做連貫式處理;重要的是對內容的把握。閱讀習慣是可以改變的，是為思維方式服務的。

正如語言課中有精讀和泛讀，“讀”與“思”完全可以在腦海里相互融合。所以，不應把“碎片化”與“深思考”相對立，而應在社會轉型中學著逐漸將二者有機地統一起來。? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?□

With the advance of Internet technology， information is more easily available than ever before， thus fragmentary reading has become a phenomenon as well. Smartphone addicts can be seen busily “refreshing” their mobile phone， iPad or e-book screens whenever and wherever possible.

It seems that lengthy articles have gone out of favor with the general public， attention-grabbing phrases and glamorous aphorisms are instead catching people’s eyes. Even contributions for printed media are culled by web-editors to achieve the results of 1+1≥2， reinforcing both writing style and reading habits in mass communication.

In reporting the event of a postgraduate who hanged himself using towels in a campus dormitory， for example， a few key words are filtered on the university website， such as “bring Mom to university while studying”， “humble abode”， “unemployed following graduation”， “undesirable learning”， “fate has nothing to do with knowledge”， “a postgraduate’s suicide”… and readers are quite satisfied with the superficial media coverage.

Fragmentary reading， while providing unprecedented convenience for getting informative material， has also caused concern among experts and scholars， who believe that our cultural tempo as well as the profoundity， consistency and integrity of our print culture have all been jeopardized.

In my view， however， fragmentary reading is in fact a natural reflection of the diversification and plurality of our society which is undergoing a transitional period. Looking back at the history of man’s reading， for several thousand years people read from oracles， bamboo slips， sheepskins， which did not interrupt knowledge dispersal or the recording of inventions. Everything was and still is about the reader， not the medium.

In fact， traditional print materials may also be read fragmentarily while materials on electronic terminals can be perused consistently as well， centering on their contents. Reading habits form and vary following thinking patterns and serve these patterns.

Reading and thinking， whether they are fragmented or thoughtful， can actually be integrated harmoniously as a whole in our mind， in the same way that both intensive and extensive reading are combined in language learning lessons. Instead of being opposite， combinations of this kind， I think， have to be learned during the social transition.

1博士，杭州師范大學外國語學院翻譯研究所特聘教授。? 2“碎片化”（fragmentation）源于上世紀80年代“后現代主義”的有關研究文獻，原意是指完整的東西破成諸多零塊，逐漸應用于政治學、經濟學、社會學和傳播學等多個不同領域。在大眾傳播領域，該詞又常與“吸引眼球”“淺層閱讀”等相關聯，如eye-catching phrases、attention-grabbing phrases、shallow reading、scan the text等。這里將轉譯為fragmentary reading（碎片化閱讀）。? 3集納化，一般是collection、assortment等，但這里更多的是篩選之意，故用了cull，其原意為look for and gather，如：All this， needless to say， had been culled second-hand from radio reports.（不用說，所有這些都是從電臺報道中篩選來的二手材料。）

4一般譯成can be found everywhere、be extremely common等，但這里強調的是獲得信息的便利化（convenience）。? 5一般常譯成 key、crux、hinge、linchpin等，這里變通為介詞about，類似的如：教育的關鍵其實并不在怎樣教，而是怎樣學。（Education is after all not about teaching， but about learning.）