北京市M中学初中生比喻修辞学习现状调查研究

发布时间：2018-02-14 10:25

本文关键词： 比喻修辞格比喻修辞方法初中生比喻修辞学习　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：比喻,俗称"打比方",是用某一事物来说明关于其本质不同而又有相似之处的另一事物的一种修辞手法,比喻修辞手法的恰当使用可以起到化平淡为生动,化抽象为具体,化腐朽为神奇的表达效果。比喻辞格作为第一大修辞格,历来对修辞格的研究没有不把它放在首位的。比喻修辞不仅仅能够起到语言上的修饰作用,提升表达的艺术,其中蕴含的类比逻辑思维,对于激发初中生的想象力、提高初中生的认知能力也具有重要意义。本论文研究基于以往对比喻的定义研究、类型研究以及比喻修辞的教学研究,在语言学理论、修辞学理论、认知发展理论等相关理论的指导下,采用问卷调查法和访谈法分别对北京市M中学的在职语文教师和学生围绕初中生比喻修辞学习现状这一核心问题展开现状调查研究;调查获得了北京市M中学初中生比喻修辞基本知识的掌握情况,比喻修辞学习的兴趣与态度,比喻修辞运用情况三个维度的信息资料;随后,笔者就调查研究得到的信息资料进行梳理与分析,得到了北京市M中学初中生比喻修辞学习的基本情况。调查结果显示,北京市M中学初中生比喻修辞学习现状不容乐观,存在着比喻概念不明,比喻类型分辨不清的情况,学习兴趣和态度也不甚积极,在比喻的运用中也存在不少问题,缺乏在习作中运用比喻的意识,运用不准确等问题也存在于部分学生的比喻学习中。随着研究的不断深入,笔者根据访谈资料对影响北京市M中学初中生比喻修辞学习的因素做了分析,它们是:相关纲领性文件及初中生适用参考书的缺失;教师方面的原因之对比喻修辞教学不够重视、比喻修辞教学程式化缺乏生机;学生方面的原因之受功利心理的影响,重视比喻修辞的学习的工具性忽视其人文性,自觉学习意识差使得知识的学习与运用脱节。随后,根据问题产生的原因,笔者分别对初中语文教师和初中生提出了加强初中生比喻修辞学习的相应建议。初中阶段比喻修辞的学习是重要的,同是也是必要的。学生的比喻修辞学习是初中阶段语文教学的重要内容,一方面,提高学生语言文字的应用能力,增强学生对文学作品的感受性,提高审美鉴赏能力;另一方面,比喻所蕴含的类比逻辑思维,有利于激发学生的想象力与学习兴趣,逐步提升学生的综合素养,笔者主张初中阶段的语文学习应当重视比喻修辞的学习。本论文研究的新意就在于是对初中生比喻修辞学习展开的现状调查,历来对这一方便的研究较少,调查研究有利于一线初中语文教师,认识到初中生在比喻学习中存在的问题,以展开针对性的教学,同是,能够引起教师对比喻修辞教学的重视,利用比喻所蕴含的类比逻辑思维,培养学生的想象力和创造性,激发学生的学习兴趣。
[Abstract]:Metaphor, commonly known as "analogy," is a rhetorical device used to illustrate another thing that is different in nature and similar in nature. The proper use of figurative rhetoric can turn dull into vivid and abstract to concrete. Figurative figure of speech, as the number one figure of speech, has always been put in the first place in the study of figure of speech. Figurative rhetoric can not only play a linguistic role, but also promote the art of expression. The analogical logical thinking contained therein is also of great significance to stimulate the imagination of junior high school students and improve their cognitive ability. The present study is based on the previous research on the definition of metaphor, the study of types and the study of teaching and learning of metaphorical rhetoric. Guided by the theories of linguistics, rhetoric and cognitive development, Using the method of questionnaire and interview, this paper investigates the present situation of in-service Chinese teachers and students in M Middle School in Beijing, focusing on the core problem of the middle school students' metaphorical rhetoric learning. The investigation obtained the basic knowledge of metaphorical rhetoric of junior middle school students in Beijing, the interest and attitude of metaphorical rhetoric learning, and the information of three dimensions of figurative rhetoric usage. The author combs and analyzes the information obtained from the investigation and research, and obtains the basic situation of metaphorical rhetoric learning of junior middle school students in M middle school in Beijing. The results show that the present situation of metaphorical rhetoric learning of junior middle school students in M middle school in Beijing is not optimistic. There are some problems in the use of metaphor, such as unclear concept of metaphor, unclear classification of figurative types, lack of interest and attitude in learning, and lack of awareness of using metaphors in the exercises. With the deepening of the research, the author makes an analysis of the factors that affect the figurative rhetoric learning of middle school students in M middle school in Beijing. They are: the lack of relevant programmatic documents and applicable reference books for junior high school students; the lack of attention to figurative rhetoric teaching by teachers; the lack of vitality in figurative rhetoric teaching; the influence of utilitarian psychology on the causes of students. Paying attention to the instrumentality of figurative rhetoric and neglecting its humanism, conscious learning consciousness makes the learning and application of knowledge out of touch. Then, according to the causes of the problem, The author puts forward the corresponding suggestions to junior middle school students on how to study figurative rhetoric, which is important in junior middle school. The study of figurative rhetoric is an important part of Chinese teaching in junior middle school. On the one hand, it can improve the students' ability of applying language and characters, enhance students' perception of literary works, and improve their ability of aesthetic appreciation. On the other hand, the analogy logic thought contained in the metaphor is helpful to arouse the students' imagination and interest in learning, and gradually improve the students' comprehensive literacy. The author holds that the study of Chinese in junior middle school should attach importance to the study of figurative rhetoric. The new idea of this paper is to investigate the present situation of the study of figurative rhetoric of junior high school students. The investigation and research is beneficial to the first-line junior middle school Chinese teachers, recognizing the problems existing in the metaphorical learning of junior high school students, so as to carry out targeted teaching, and it can also arouse teachers' attention to the figurative rhetoric teaching. By using analogy logic thinking, students' imagination and creativity should be cultivated and their interest in learning should be aroused.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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