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d  ignores  the  relationship  between  children  and society.  Besides,  Professor  Chen  Bochui  (1982:  8)  defines  children’s  literature  as “literary works appropriate for children, which are particularly created and edited for them in accordance with the requirements of children’s education”. As for children’s literature  translation,  it  is  closely  related  to  children’s  literature  and  refers  to  the translation work of foreign children’s literature.    
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2.2  Reviewing  the  Previous  Study  on  Children’s  Literature Translation 
Lots  of  the  foreign  children’s  literature  has  been  introduced  into  China  each year, Howbeit the translation studies lag far behind. There is only one book focusing on the research of translated children’s literature, that is, Production and Reception: A  Study  of  Translated  Children’s  Literature  in  China  1898-1949  written  by  Li  Li (2010). Some researchers express their ideas  in the papers published in magazines and professional journals or in their thesis for master or doctor degree. Most of the studies  concern  about  the  principles  and  strategies  applied  in  the  translation  of children’s literature. This kind of study is mostly carried out under the guidance of certain  translation  theories,  such  as  skopos  theory,  relevance  theory,  functional equivalence theory, etc. In this part, the author tries to review the previous studies on children’s  literature  translation  which  are  conducted  from  the  perspective  of functional equivalence theory, skopos theory and reception aesthetics. Wang Jie (2005) is the first one who applies the functional equivalence theory to the study of children’s literature translation. Based on the “dynamic equivalence” put forward by Eugene Nida, she analyzes three Chinese versions of The Adventures of Tom Sawyer from three perspectives: meaning equivalence, stylistic equivalence and cultural equivalence, and tests the validity of functional equivalence in the field of children’s literature through comparative analysis. She emphasizes that translators of children’s literature should be acutely sensitive to children’s stylistic preferences and familiar with the way they use language and also should have rich imagination and  cultural  background  knowledge  so  as  to  achieve  the  maximum  degree  of functional  equivalence  in  dealing  with  this  special  genre  of  literature.  
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Chapter 3 Theoretical Framework.....15 
3.1 A Brief Introduction to the Formation of Translational Norms Theory..........15 
3.2 Theory of Translational Norms......18 
3.2.1 Preliminary Norms.....20 
3.2.2 Initial Norms.....21 
3.2.3 Operational Norms.....22 
Chapter 4 Methodology...........25 
4.1 Research Questions.....25 
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