垂直性空间隐喻初探

隐喻作为一种思维方式和认知手段,已成为认知语言学研究的一个重要范畴。常规隐喻中的垂直性空间隐喻,亦日益凸显其研究价值。本文拟从垂直性隐喻的形成基础出发,探讨垂直性空间隐喻的拓展意义。     

功能语言学视角下的概念隐喻和人际隐喻

本文从以韩礼德为代表的系统功能语言学派对语法隐喻理论的研究为出发点,简单介绍概念隐喻和人际隐喻,并通过对中英文中概念隐喻和人际隐喻应用的异同来加深对这些理论内涵的理解。希望为相关研究人员提供借鉴帮助。     

Using insights from teachers' metaphors

This paper builds on previous work on metaphor analysis from the perspective of a teacher educator working with practising teachers. The benefits for teachers and teacher educators of surfacing teachers' beliefs, as reflected in their use of metaphoric language, are outlined, and a collection of some 200 images (metaphors and similes) elicited from Brazilian teachers of English is presented and discussed. These images, representing teachers' views of their English‐language teaching textbooks, suggest varying degrees of textbook dependence. The implications of this finding for in‐service teacher education are explored and possible directions suggested for related research.     

Therapeutic metaphors: Gateways to understanding

Counsellors, in a variety of settings, use counselling tools to assist clients in the conceptualization of issues and in developing coping and problem solving strategies. Counsellors are limited only by their creative abilities in selecting and developing tools and methods that will effect client change. This article explores the use of metaphor as a versatile and viable tool to facilitate client growth and transformation. After a brief review of definitions and historical perspectives, this paper outlines skills and considerations for using, creating, and delivering effective metaphors within a variety of theoretical approaches.     

隐喻翻译的认知阐释

由于认知科学的发展以及隐喻认知功能的发现,隐喻研究日趋活跃,从认知角度探讨隐喻的翻译问题发现：隐喻的认知功能在翻译过程中起到了不可忽视的作用。同时,原型理论、关联理论等理论对揭示翻译的思维过程、准确传达隐喻意象以及确立隐喻翻译策略都起着至关重要的作用。     

英语习语性隐喻的文化透视

文章依照莱考夫等学者对隐喻范畴的界定,分析英汉成语和谚语中习语性隐喻的共性和个性特征的成因,重点讨论了英语隐喻所体现的西方文化;同时指出对于外语学习者来说,隐喻通常会带来理解和运用障碍.学习者只有不断汲取目标语文化知识,才能逐步提高识别、运用隐喻的能力.     

乡土课程资源开发与信息技术整合的创新实践

文章通过对师生参与实践案例的研究,分析了利用网络信息技术——博客这种形式来进行乡土课程资源开发的过程与模式,并探讨了师生在进行乡土课程资源开发过程中的自主发展情况。     

Discussing education by means of metaphors

Abstract

Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. We note that influential philosophers of education, such as Martin Buber, Paulo Freire, Michael Apple, Gert Biesta and Ilan Gur-Ze’ev have also made use of metaphors to discuss education and specific issues in educational contexts. In this article, we do two things: (i) we discuss the methodological importance of metaphors in helping us make better sense of concepts and particular problems; (ii) building on this methodological discussion, we critically discuss the problems posed by the current processes of ‘marketisation’ and ‘learnification’ in education. We conclude by arguing that metaphors do not provide us with ultimate answers to the problems we face; rather, they help us unveil a diversity of novel perspectives and a world of new possibilities.     

图片投射技术在儿童美术教学中的应用

儿童美术教育是早期教育的重要内容,可以培养儿童的想象力和创造力,培育非智力因素良好发展.通过对儿童的心理特点、认知特点和绘画特点的分析,论述图片投射技术在儿童美术教学中的应用,并阐述其教学意义.     

隐喻与文化之间的关系

隐喻是语言的一种普遍现象，是语言与化联系最紧密的部分，许多深层化内容(如人生观、价值观)在很大程度上通过隐喻来表达和继承。     

Understanding and communicating climate change in metaphors

An analysis of students’ conceptions on climate change shows a great confusion on key aspects of global warming. Even after instruction students often hold conceptions that differ from scientists’ conceptions. Student’s conceptions on global warming were collected in a reanalysis of 24 studies on everyday concepts of global warming as well as in an own interview study with 35 18-year-old students from German grammar schools. Climate-scientists conceptions were analysed from textbooks and research reports in a literature study. All data were analysed by systematic metaphor analysis and qualitative content analysis. Experientialism as a theory of metaphor provided insight in the process of understanding. The analysis of conceptions by experientialism shows that students and scientists have different metaphorical conceptions of global warming – but both refer to the same schemata. These schemata in mind we categorised the conceptions of global warming. Hereby we identified different thinking patterns in students’ and scientists’ conceptions. Following the model of educational reconstruction we took the metaphorical conceptions as a starting point for the development of learning environments. By uncovering the – mostly unconsciously – employed schemata, we gave students access to their metaphorical conceptions and let them reflect on their mental models.     

论英国唯美主义的时间比喻

唯美主义者是如何应对时代精神危机感的呢?这在他们的时间比喻中可见一斑。一方面,英国唯美主义的代表作把时间比喻成祭品、溪流、飞燕和火焰。另一方面,这些作品暗示:爱情、激情和有关视觉艺术的文学创作能战胜时间,成为不朽的永恒。本文通过分析这些时间比喻证明,无论是爱情、激情,还是对视觉艺术的描绘,都无法摆脱时间的限制成为永恒;唯美主义者并没有在"美的殿堂"中找到"上帝的天堂"。     

浅议新闻中的隐喻

隐喻,不仅是一种重要的修辞方式,而且是我们认识自我和世界的重要工具,它深深的渗透进我们的日常生活中,毫不例外,在新闻媒体中也存在着大量的隐喻。本文将提供一种对新闻中隐喻进行分析的方法,并对新闻中的隐喻对新闻本身的影响作一讨论。     

Being First in Family: motivations and metaphors

First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.