When the atmosphere warms it rains and ice melts: seventh grade students’ conceptions of a climate system

Although many environmental and science educators have explored students’ conceptual understandings, misconceptions, and knowledge of the greenhouse effect, global warming, and climate change, few have investigated the ways students conceptualize climate as a system or how components of the system influence climate. Therefore, the purpose of this study was to begin the process of understanding how US students conceptualize a climate system. A total of 42 seventh grade students (ages 12–13) from the Midwest completed an open-response task. From the inductive analysis of student written responses, 22 codes emerged that reflected students’ conceptions of the climate system. From these codes, three path diagrams were constructed that illustrate these students’ conceptions about how a climate system influences climate and how greenhouse gases and global warming impact the climate system. A generalized model of students’ conception of a climate system was generated. Students in this study conceptualized a climate system in a unidirectional, linear, cause and effect relationship that emphasized the atmospheric component of the climate system.     

《周易》乾坤卦的认知隐喻视野

人类的范畴、概念以及语言是基于身体经验形成的,这一思想是目前认知语言学理论的基础,而我国古老的文化典籍《易经》早就对此进行了阐述和运用,如书中所用的最基本象似符和最重要的概念\"象\",都是来自对身体和自然现象的观察和体验,它不仅产生了意义和文字,还是文明之始源。通过对《周易》乾坤两卦的分析,阐述了中国古人在体验自然界的过程中所形成的认知隐喻观,可以说一部《周易》全部都是隐喻,是隐喻的结晶,所以它是一部极其重要的认知隐喻巨著。     

概念隐喻·经验主义·体验动因

文章讨论分析概念隐喻、经验主义以及隐喻的体验动因。在当代隐喻理论中,隐喻不是语言表达式,而是概念系统中的跨域映射;隐喻系统不是任意性的,而是基于经验的。     

隐喻体验观在英语教学中的应用

现代隐喻理论认为隐喻不仅是一种修辞手段,而且是一种认知手段。隐喻认知方式建立在人对自身和世界的体验基础之上。词汇、句法、语篇三个层次的语言现象不是离散的、自足的,而是与认知体验相关的。本文通过分析认为,隐喻认知机制与学习者学习机制基本上是一致的,把隐喻理论应用到英语教学中,对词义演变、句法成因、语篇连贯进行解释,可以激发学生的学习兴趣,提高学生对语言现象的理解能力,培养学生的英语思维方式。     

汉英饮食习语认知语义理据研究

从认知的角度来看,体验主义是造成汉英饮食习语异同的根源。探析其语义形成过程,旨在构建其认知语义理据模式,证明首个意义理据为转喻,其它意义的语义理据应为基于转喻的隐喻。     

文学写作中的比喻艺术

比喻是文学写作中的重要修辞艺术,古今中外的文学作品概莫能外。比喻根据喻体和本体的简繁及彼此之间的关系,可分为简喻与繁喻,近取譬与远取譬。繁喻是简喻的扩展和延伸,又包括博喻、象喻、详喻等具体形态。远取譬和近取譬取决于喻体与本体距离的大小,关系的隐显,类似点的寡众。各种比喻既有区别又有联系,既对立又统一。综合运用多种形式的比喻,交相辉映,将使作品的艺术之树色彩癍斓,摇曳多姿。     

从"A是B"看比喻·想象·类比

首先根据不同的学科对比喻、想象、类比分别作了界定。再对"A是B"格式的隐喻句从修辞学、心理学、逻辑学的角度进行了多角度的考察。然后,结合心理学和逻辑学之间的关系得出:对"A是B"格式的隐喻句的分析必须以心理学和逻辑学共同为基础,才能客观地认识事物的本质,从而对问题进行合乎逻辑而又全面透彻的分析。     

量词性隐喻

量词性隐喻具有类推性的特征,在英汉两种语言中,都存在量词性隐喻,并具有类推性。因此在语言表达中,英汉语同样也存在相似的量词性隐喻表达。     

尼尔自由主义教育思想的特征与评价

尼尔自由主义教育思想是20世纪教育思想中独具特色的一支.探讨尼尔自由主义教育思想特征,对其思想的价值和局限进行剖析,将加深我们对于尼尔自由主义教育思想的理解和对于现代性教育的体悟.     

机械制造基础课教学方法探讨

机械制造基础课是高职学院机械类专业的专业基础课,具有较强的理论性和实践性。它是为学生以后学习专业课打基础,为了能让学生对学好专业课有足够的兴趣与信心,教学方法至关重要。     

谈《围城》的讽刺艺术

钱钟书在《围城》中,运用讽刺的艺术手法,再现了一群知识分子的形态。机智讽刺是其独有的风格,于浓厚书卷气的文字里透露出丰富的内涵。     

浅析汉语网络新词的生成机制

随着现代信息技术的高速发展,网络上不断涌现出大量新词。从语言的认知心理角度入手,进一步探讨新词的产生机制后发现,隐喻和转喻作为人类重要的思维方式,对新词语的产生起了很大的作用。除此之外,网络新词的产生,还受到语言类推机制的影响,有时也是这几种因素共同作用的结果。     

诗学视野中的明喻与隐喻

隐喻是文学的基本问题之一,明喻与隐喻的归属之争古已有之。从形象映射、语词作用方式、诗学效果只能说明隐喻与明喻二者所具有的相同地方,并不能说明二者之间的归属问题,但是却可以看作明喻归属于隐喻这一事实的一般表征和补充,而从隐喻的发展角度出发则可以说明喻归属于隐喻。     

Environmental education technologies in a social void: the case of ‘Greendrive’

This article is based on a case study that follows the trajectory of a technological device aimed at environmental education from the engineering laboratory in which it was designed into the contexts in which it is used. ‘Greendrive’ is a driving simulator that accurately reproduces the performance of a vehicle in terms of fuel consumption and greenhouse gases emissions, in order to instill the principles of safe and environmentally friendly driving. The text is divided into three parts. The first part introduces the issue of transport behavior as one of the causes of climate change and the role of eco-driving in reducing emissions. The second part describes how a team of Portuguese engineering researchers developed the driving simulator and how a local authority and a consulting and training company are using it. Finally, the discussion part aims to show that despite the intentions of its creators and their clients, the driving simulator is unlikely, by itself, to generate changes in behavior. An information-deficit approach to environmental education that fails to consider the social embeddedness of human action and disregards the engagement of citizens has a very limited chance of success.