碎片化阅读与深思考Fragmentary Reading and Thoughtful Thinking

林巍

隨着互联网技术的发展，信息的传播越发便利，使得人们的阅读出现了碎片化2的趋势。随时随地，可见“低头族”们通过手机、平板电脑、电子书等进行着断断续续的刷屏。

长篇大论，似乎不再受人青睐，而吸引眼球的是那些关键字眼和闪光警句。甚至源于纸媒的稿件，经过网络编辑的“集纳化”3处理，也达到了1+1≥2的效果，于是更加强化了大众传播中的碎片化写作风格和阅读习惯。

例如，某大学的网站，为报道一研究生在宿舍卫生间用毛巾上吊自杀一事，提炼出了若干词语：带母上学、蜗居、毕业即失业、读书无用、知识难改命运、研究生自杀……构成了事件经过，而不求深度的读者也便就此满足。

碎片化阅读为人们带来了“俯拾即是”4的前所未有的便利，但也引起了专家、学者的忧虑，因为它改变了我们文化发展的节奏，破坏了印刷文化的深度性、连续性和统一性。

然而，我以为，碎片化阅读在本质上是社会碎片化和多元化的体现，是传统社会向现代社会转型过渡期的一种必然。回看人类的阅读史，人们曾在甲骨、竹简、羊皮等媒介上阅读数千年，知识传递和发明创造并未截断。关键5在于阅读者本身，而不在信息的载体。

其实，对于传统的书刊也可做碎片式阅读，而对于电子终端接收器上的信息亦可做连贯式处理;重要的是对内容的把握。阅读习惯是可以改变的，是为思维方式服务的。

正如语言课中有精读和泛读，“读”与“思”完全可以在脑海里相互融合。所以，不应把“碎片化”与“深思考”相对立，而应在社会转型中学着逐渐将二者有机地统一起来。                                           □

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，杭州师范大学外国语学院翻译研究所特聘教授。  2“碎片化”（fragmentation）源于上世纪80年代“后现代主义”的有关研究文献，原意是指完整的东西破成诸多零块，逐渐应用于政治学、经济学、社会学和传播学等多个不同领域。在大众传播领域，该词又常与“吸引眼球”“浅层阅读”等相关联，如eye-catching phrases、attention-grabbing phrases、shallow reading、scan the text等。這里将转译为fragmentary reading（碎片化阅读）。  3集纳化，一般是collection、assortment等，但这里更多的是筛选之意，故用了cull，其原意为look for and gather，如：All this， needless to say， had been culled second-hand from radio reports.（不用说，所有这些都是从电台报道中筛选来的二手材料。）

4一般译成can be found everywhere、be extremely common等，但这里强调的是获得信息的便利化（convenience）。  5一般常译成 key、crux、hinge、linchpin等，这里变通为介词about，类似的如：教育的关键其实并不在怎样教，而是怎样学。（Education is after all not about teaching， but about learning.）