童话建构的认知解读
发布时间：2019-07-02 12:51
【摘要】： 童话是一种特殊的文学体裁,其特殊性在于大部分童话的读者都是儿童。基于现有研究者的发现和理论,这些理论包括儿童认知发展理论、泛灵主义思维、概念隐喻、隐喻思维、范畴和范畴化、概念合成以及可能世界,从涵盖认知科学和认知语言学的认知角度阐释童话的建构及其本质,是一种新的研究尝试。 认知科学研究者(Piaget 1929; Carey 1985; Inagaki and Hatano 1987; 1991; 2004; Hatano 1999)认为儿童在童年期间会出现泛灵主义的思维方式,从认知科学角度解读童话亦发现童话中普遍存在着泛灵主义的思维,这些思维把人的属性投射到动物、植物、自然物体、自然力量和人造物上,使后者具有了人的特性如语言、情感、行为等,本文提出童话反映出的认知信息和儿童的认知实际是一致的论断。从认知语言学角度来说,童话的特点是具有普遍的隐喻思维。童话里的隐喻思维和泛灵主义思维导致了童话里的范畴边界模糊化。所有这些组成了一个童话的可能世界,而可能世界、隐喻思维和泛灵主义思维就是童话里的童年精神气质,本文认为童话的本质就是童年精神气质。 第一章引言,主要介绍了研究课题的来源和研究的意义,并列出了论文的结构。 第二章文献回顾,对童话的定义、分类并对童话的精神分析、教育学、文学和美学等不同的研究做了简单的回顾。 第三章从认知科学角度研究童话,主要分析了童话里的泛灵主义思维。童话里存在着一种“人—非人类”的投射思维(projection/mapping),包括“人—动物”、“人—植物”、“人—无生命物体”以及“隐性的人—生命/无生命”等四种投射。这些思维和认知科学研究的发现是一致,因此本文提出童话反映出的认知信息和儿童的认知实际是一致的。 第四章从认知语言学角度研究童话,分别讨论了童话里的概念隐喻、范畴和范畴化以及概念合成。我们发现童话中普遍存在(pervasive)着概念隐喻,在这些概念隐喻中,“客观实体是人”(PHYSICAL ENTITY IS PERSON)和“人是客观实体”(PERSON IS PHYSICAL ENTITY)是最常见的。童话里的概念隐喻是系统性的,它们共同组成了一个童话里的认知网络(cognitive network)。在讨论中,本文也发现,童话里的范畴边界不是清晰的而是模糊的(fuzzy),尤其是“人”(human)和“非人事物”(nonhuman)之间更没有明显的界限。同时,童话里的隐喻思维还促使了临时的范畴化(an ad hoc categorization)的产生。其后,文章应用Fauconnier and Turner的概念合成理论(conceptual integration)分析童话里的概念合成现象,发现概念合成的选择性投射(selective projection)可以解释尽管
[Abstract]:Fairy tale is a special literary genre, its particularity lies in that most of the readers of fairy tales are children. Based on the findings and theories of existing researchers, these theories include children's cognitive development theory, panism thinking, conceptual metaphor, metaphorical thinking, category and categorization, conceptual synthesis and possible world. It is a new research attempt to explain the construction and essence of fairy tales from the cognitive point of view covering cognitive science and cognitive linguistics. Cognitive science researcher (Piaget 1929; Carey 1985; Inagaki and Hatano 1987; 1991; 2004; Hatano 1999) believes that children will have animism in their childhood, and that the interpretation of fairy tales from the perspective of cognitive science also finds that panism is common in fairy tales, which project human attributes to animals, plants, natural objects, natural forces and man-made objects, making the latter have human characteristics such as language, emotion, behavior, etc., This paper points out that the cognitive information reflected in fairy tales is consistent with the cognitive reality of children. From the perspective of cognitive linguistics, fairy tales are characterized by universal metaphorical thinking. Metaphorical thinking and pan-spiritual thinking in fairy tales lead to the blurring of category boundaries in fairy tales. All these make up a possible world of fairy tales, and the possible world, metaphorical thinking and pan-spiritual thinking are the spiritual temperament of childhood in fairy tales. This paper holds that the essence of fairy tales is the spiritual temperament of childhood. The first chapter is the introduction, which mainly introduces the source and significance of the research topic, and lists the structure of the paper. In the second chapter, the definition and classification of fairy tales are reviewed, and the psychoanalysis, pedagogy, literature and aesthetics of fairy tales are briefly reviewed. The third chapter studies fairy tales from the perspective of cognitive science, mainly analyzes the panism thinking in fairy tales. There is a kind of "human-non-human" projective thinking (projection/mapping) in fairy tales, including "man-animal", "man-plant", "man-inanimate object" and "hidden human-life / inanimate" projection. These thoughts are consistent with the findings of cognitive science research, so this paper points out that the cognitive information reflected in fairy tales is actually consistent with children's cognition. The fourth chapter studies fairy tales from the perspective of cognitive linguistics, and discusses conceptual metaphor, category, categorization and conceptual synthesis in fairy tales respectively. We find that (pervasive) conceptual metaphors are common in fairy tales. Among these conceptual metaphors, "objective entity is human" (PHYSICAL ENTITY IS PERSON) and "human is objective entity" (PERSON IS PHYSICAL ENTITY) are the most common. Conceptual metaphors in fairy tales are systematic, and together they form a cognitive network (cognitive network). In fairy tales. In the discussion, we also find that the category boundary in fairy tales is not clear, but fuzzy (fuzzy), especially between "human" (human) and "inhuman" (nonhuman). At the same time, metaphorical thinking in fairy tales also promotes the emergence of temporary categorization (an ad hoc categorization). Then, using Fauconnier and Turner's conceptual synthesis theory (conceptual integration) to analyze the phenomenon of conceptual synthesis in fairy tales, it is found that the selective projection (selective projection) of conceptual synthesis can explain although
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：I058
本文编号：2508943
[Abstract]:Fairy tale is a special literary genre, its particularity lies in that most of the readers of fairy tales are children. Based on the findings and theories of existing researchers, these theories include children's cognitive development theory, panism thinking, conceptual metaphor, metaphorical thinking, category and categorization, conceptual synthesis and possible world. It is a new research attempt to explain the construction and essence of fairy tales from the cognitive point of view covering cognitive science and cognitive linguistics. Cognitive science researcher (Piaget 1929; Carey 1985; Inagaki and Hatano 1987; 1991; 2004; Hatano 1999) believes that children will have animism in their childhood, and that the interpretation of fairy tales from the perspective of cognitive science also finds that panism is common in fairy tales, which project human attributes to animals, plants, natural objects, natural forces and man-made objects, making the latter have human characteristics such as language, emotion, behavior, etc., This paper points out that the cognitive information reflected in fairy tales is consistent with the cognitive reality of children. From the perspective of cognitive linguistics, fairy tales are characterized by universal metaphorical thinking. Metaphorical thinking and pan-spiritual thinking in fairy tales lead to the blurring of category boundaries in fairy tales. All these make up a possible world of fairy tales, and the possible world, metaphorical thinking and pan-spiritual thinking are the spiritual temperament of childhood in fairy tales. This paper holds that the essence of fairy tales is the spiritual temperament of childhood. The first chapter is the introduction, which mainly introduces the source and significance of the research topic, and lists the structure of the paper. In the second chapter, the definition and classification of fairy tales are reviewed, and the psychoanalysis, pedagogy, literature and aesthetics of fairy tales are briefly reviewed. The third chapter studies fairy tales from the perspective of cognitive science, mainly analyzes the panism thinking in fairy tales. There is a kind of "human-non-human" projective thinking (projection/mapping) in fairy tales, including "man-animal", "man-plant", "man-inanimate object" and "hidden human-life / inanimate" projection. These thoughts are consistent with the findings of cognitive science research, so this paper points out that the cognitive information reflected in fairy tales is actually consistent with children's cognition. The fourth chapter studies fairy tales from the perspective of cognitive linguistics, and discusses conceptual metaphor, category, categorization and conceptual synthesis in fairy tales respectively. We find that (pervasive) conceptual metaphors are common in fairy tales. Among these conceptual metaphors, "objective entity is human" (PHYSICAL ENTITY IS PERSON) and "human is objective entity" (PERSON IS PHYSICAL ENTITY) are the most common. Conceptual metaphors in fairy tales are systematic, and together they form a cognitive network (cognitive network). In fairy tales. In the discussion, we also find that the category boundary in fairy tales is not clear, but fuzzy (fuzzy), especially between "human" (human) and "inhuman" (nonhuman). At the same time, metaphorical thinking in fairy tales also promotes the emergence of temporary categorization (an ad hoc categorization). Then, using Fauconnier and Turner's conceptual synthesis theory (conceptual integration) to analyze the phenomenon of conceptual synthesis in fairy tales, it is found that the selective projection (selective projection) of conceptual synthesis can explain although
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：I058
【引证文献】
相关期刊论文 前1条
1 袁绿茵;;修辞手法在童话中的应用[J];科技信息(学术研究);2008年29期
，本文编号：2508943
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