小学语文童话语篇中隐喻的特征及其教育功能研究

发布时间：2019-01-11 07:57

【摘要】：在信息化时代发展形象思维能力是至关重要的，因为它是形成创造性思维能力的重要基础。如今小学课本里有很多童话语篇，其中包含许多隐喻，但是这些隐喻现在只被作为修辞手段来供学生认识、学习和利用，没有人从认知科学视角来评估它们的价值。所以根据当前的教学研究现状，从认知语言学角度来研究小学语文童话语篇中的隐喻语言是十分必要的。本文旨在运用认知语言学和思维科学理论，研究小学语文课本童话中的隐喻语言对培养儿童的创造性思维能力的作用和意义，论证为什么学习其中的隐喻性语言可以培养创造性思维能力。本文研究目的主要包括以下几方面：1)研究一至三年级和四至六年级小学语文教材中童话语篇中隐喻的数量、类型和特点；2)论证形象思维能力与创造性思维能力的关系以及为什么培养隐喻思维能力会有助于发展形象思维能力和创造性思维能力；3)研究童话中隐喻性语言在不同的教学阶段中，所具有的不同的教育功能和教学意义。本文尝试运用认知语言学中概念隐喻理论和思维科学中形象思维学理论，研究小学语文课本中童话语篇中，隐喻的类型、特征、教育功能和意义。该研究首先选取人民教育出版社小学语文课本中，一到六年级的童话。然后根据儿童思维发展的不同阶段，划分语料，进行归纳推理和定性分析，探究小学语文教材中童话隐喻的特征、教育功能和意义。通过研究发现：隐喻思维的特殊属性使其具备了培养创造性思维能力的功能。具体而言，在小学语文课本中存在大量童话语篇，其中有大量的隐喻语言；随着儿童年级的升高，课文中童话语篇的数量，隐喻的类型和特点都在发生变化；阅读和学习童话语篇就是培养隐喻思维的过程；隐喻的具象性，超验性，情感性，交感性，象征性等特征，有力地证明了提高儿童的隐喻思维能力有利于培养形象思维能力和创造性思维能力；综上所述，小学高低年级学生隐喻思维能力的提高对于儿童个人的成长、培养能够参与国际性竞争的创新型、能力型人才有着重要意义，并对提高我国初等语文教育的整体水平有积极作用。本文跨学科知识的运用，，说明了隐喻思维与形象思维相辅相成的关系，以及论证了培养隐喻思维能力和形象思维能力是发展创造性思维能力的必要条件。本文建议把童话语篇的功能和培养创造性思维能力的关系明朗化，让教育工作者在实际教学活动中充分认识儿童隐喻思维能力培养的重大现实意义。在课堂教学活动中把培养学生的隐喻思维能力显性化，并纳入教学大纲。希望本文的发现将对于深化童话中隐喻在母语教学中的研究有所帮助。
[Abstract]:It is very important to develop the thinking ability of image in the information age, because it is the important foundation of forming the ability of creative thinking. Nowadays, there are many fairy tale texts in primary school textbooks, which contain many metaphors. However, these metaphors are only used as rhetorical devices for students to understand, learn and use. No one assesses their value from the perspective of cognitive science. Therefore, according to the present situation of teaching research, it is necessary to study the metaphorical language in primary school Chinese fairy tale discourse from the perspective of cognitive linguistics. The purpose of this paper is to study the role and significance of metaphorical language in fairy tales of primary school Chinese textbooks in cultivating children's creative thinking ability by using cognitive linguistics and thinking science theory. Prove why learning metaphorical language can cultivate creative thinking ability. The purpose of this study is as follows: 1) to study the number, types and characteristics of metaphors in fairy tale texts in primary school Chinese textbooks of grades 1 to 3 and 4 to 6; 2) to demonstrate the relationship between the ability of thinking in images and the ability of creative thinking and why the cultivation of metaphorical thinking ability will help to develop the ability of thinking in images and creative thinking; 3) studying the different educational functions and significance of metaphorical language in different teaching stages in fairy tales. This paper attempts to study the types, characteristics, educational functions and significance of metaphors in fairy tale texts in primary school Chinese textbooks by using the theory of conceptual metaphor in cognitive linguistics and the theory of image thinking in thinking science. This research first selects the people's Education Publishing House primary school Chinese textbook, the first to sixth grade fairy tales. Then, according to the different stages of children's thinking development, we divide the corpus, conduct inductive reasoning and qualitative analysis, and explore the characteristics, educational functions and significance of fairy tale metaphors in primary school Chinese textbooks. It is found that the special attributes of metaphorical thinking enable it to cultivate the ability of creative thinking. Specifically, there are a large number of fairy tale texts in primary school Chinese textbooks, including a large number of metaphorical languages, and with the increase of children's grade, the number of fairy tale texts, the types and characteristics of metaphors are changing. Reading and learning fairy tale texts is the process of cultivating metaphorical thinking. The figurative, transcendental, affective, emotional, symbolic and so on characteristics of metaphor prove that improving children's metaphorical thinking ability is beneficial to cultivate the thinking ability of image and creativity. To sum up, the improvement of metaphorical thinking ability of high and low grade students in primary schools is of great significance to the growth of children, the cultivation of innovative and competent talents who can participate in international competition. And to improve the overall level of primary Chinese education has a positive role. The application of interdisciplinary knowledge illustrates the complementary relationship between metaphorical thinking and image thinking, and demonstrates that the cultivation of metaphorical thinking ability and image thinking ability is a necessary condition for the development of creative thinking ability. This paper suggests that the relationship between the function of fairy tale discourse and the cultivation of creative thinking ability should be made clear so that educators can fully understand the great practical significance of cultivating children's metaphorical thinking ability in practical teaching activities. In the classroom teaching activities, the metaphorical thinking ability of the students should be brought into the syllabus. It is hoped that the findings of this paper will be helpful to deepen the study of metaphor in mother tongue teaching in fairy tales.
【学位授予单位】：燕山大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H15

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