چکیده:
The use of "allegory" and "symbols" to better understand the concepts, particularly abstract and rational concepts, is one of the ways in which children's literature is very important and it can be examined from multiple views one of which is semiotic structure or meaning of the symbols that can open the way to new issues in literature. Therefore, this article uses qualitative and quantitative mixed research methods and the semiotic pattern of symbols of Ogden and Richards to explore the semiotics of meaning of symbols in children's literature in the eighties. Semiotic symbols of this period show that the ideas that have changed signs in stories this decade are more religious and moral. In addition, the study of data, based on the above model, shows that thought alone cannot be considered the main factor in changing the signs of the symbol, but other components such as the multiple characteristics of a case and its semantic evolution over time must be considered.
خلاصه ماشینی:
Due to their lack of symbolism, they were excluded from the statistical population, and finally, these sources were selected: "The Girl of the Garden of Wishes" written by Christine Andersen, "An Angel from Heaven," "The Canary Yellow Feather Collection," "The Sparrow and Butterfly Collection," and "Greener than the Tree Collection," composed by Nasser Keshavarz; "The Crow Did Not Reach Its Home," "Me and the Forest Dream," "I am Lost and Wandering," "Crows and Blossoms," composed by Afsaneh Shabannejad; "New Moon, New Look," composed by Asadollah Shabani; "Mr. Summer Collection," composed by Manijeh Hashemi; "Jam Jamak Collection," composed by Mahmoud Kianoush'; 'The One Cannot Remain a Crow Collection,' composed by Ahmad Mirzadeh'; 'A Sparrow's Sky Collection,' composed by Mohammad Hossein Mohammadi'; 'Rainy Poems Collection,' composed by Jafar Ebrahimi'; and 'Cookie and Ant Collection,' composed by Mehri Mahouti.
\ It should be mentioned that this article is derived from the findings of a thesis titled 'Semiotics of Symbols in Children's and Adolescents' Verse Literature in the Eighties,' in one of whose chapters all the symbols present in the research samples have been described using the 'Jean Chevalier and Alain Gheerbrant' Dictionary of Symbols (2009), the 'Cooper' Illustrated Dictionary of Traditional Symbols (2000), Hall James's 'Iconographic Dictionary of Symbols in Eastern and Western Art' (2013), and their connection to the course of the story; and the thoughts contained within them—since thought is one of the dimensions of the Ogden and Richards model—have been classified, then the dominant thought has been identified based on the data, and finally, it has been critiqued and analyzed.
(
, 
, 
)
