以《红楼梦》为例谈隐喻的理解

一些专家学者对隐喻的理解发表了很好的见解,文章拟在此基础上以《红楼梦》中的隐喻为例,阐释这些观点的可行性及在运用中的利弊。     

The Multiple Subfunctions of Attention: Differential Developmental Gateways to Literacy and Numeracy

Attention is construed as multicomponential, but the roles of its distinct subfunctions in shaping the broader developing cognitive landscape are poorly understood. The current study assessed 3‐ to 6‐year‐olds (N = 83) to: (a) trace developmental trajectories of attentional processes and their structure in early childhood and (b) measure the impact of distinct attention subfunctions on concurrent and longitudinal abilities related to literacy and numeracy. Distinct trajectories across attention measures revealed the emergence of 2 attentional factors, encompassing “executive” and “sustained–selective” processes. Executive attention predicted concurrent abilities across domains at Time 1, whereas sustained–selective attention predicted basic numeracy 1 year later. These concurrent and longitudinal constraints cast a broader light on the unfolding relations between domain‐general and domain‐specific processes over early childhood.     

Educational technology's metaphors

This article starts from an assumption that the essence of technology is a realm of discovery. Within this realm, humanity and the tools of technology are engaged in a dialogue. The author challenges the objectivism of technical rationality which fragments this dialogue and replaces people's creativity with rigorous, but often useless, propositions. It suggests that, at least in the field of education, it is time to break away from technical rationality and its accompanying focus on mastery of information.
The author looks at some of educational technology's metaphors and discusses how they reflect determinism and consumerism. She explores an alternative approach, the musical metaphor (Hlynka & Nelson, 1986), which encourages both rigour and creativity. She concludes with an appeal to researchers in the field of educational technology to grapple with new metaphors to help us cope with the exponential growth of information. She further suggests that educational technology need not be limited by the legacy of positivism, but can ally itself with communications technologies and the fine arts.     

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。     

From balance to blasphemy: shifting metaphors for researching early childhood education

This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as a more complex field of practice, one that is inevitably riddled with unresolved and unresolvable contradictions and tensions. To understand how it is possible to think structure as freedom, we are forced to refuse any neat distinction between what enables and what constrains (McWilliam, ). For Haraway (), inquiry is ‘blasphemous’ when it refuses to ‘see’ practices in terms of the possibility of resolution, focusing instead on the irony of their unresolvability.     

Academic Supervision: seeking metaphors and models for quality

This paper explores the idea that conceptualizing academic supervision (at Honours or graduate level) as a fiduciary relationship can assist supervisors in enhancing student learning through quality decision‐making. In this paper I reflect on my conceptions of supervision in the light of the growing scholarship on supervision. My conceptions of academic supervision affect my practices as a supervisor. I use my conceptions and experiences of the supervision process to draw conclusions about the ‘best practice’ of supervision. These conclusions about best practice are partial in the sense that they are justified by past experiences, mine and those of others. More is needed to assist supervisors to deliver good quality supervision within a complex relationship where future issues are hard to predict. As a solicitor and legal academic I have been exposed to the ‘professional–client’ relationship and to the literature on metaphors and models for such a relationship. The literature on academic supervision suggested to me that the professional–client relationship and the supervision relationship were similarly perceived. Metaphor is used as a device to understand complexity and to provide a model for decision‐making that, it is argued, will facilitate quality learning outcomes within the supervision relationship. In the fiduciary metaphor the focus is on a relationship which is essentially an ethical one of promoting the welfare of the student. The effectiveness and continuance of the relationship depends on trust. Differentials in knowledge and power are respected but not exploited. Those with greater knowledge and power have correspondingly greater obligations. The language is that of mutual responsibilities and obligations rather than rights. This is contrasted with paternalism, a widespread metaphor within the professions generally, which disempowers and marginalizes.     

Migrating metaphors: the globalization of flexibility in policy

Trends towards greater flexibility are to be found in the reform of post-school education and training around the globe. They are part of a wider profile of changes to workplaces and labour relations within which greater flexibility is pursued. This paper charts our journey, through which we have sought to locate flexibility as a globalizing and globalized policy metaphor. Drawing on recent policy texts, we illustrate the multiple meanings of flexibility. The latter is explored within the growing debates about the globalization of education policies and the metaphors which have been deployed to frame these practices. Finally, we outline the role that metaphors have in policy texts and the readings to which they are subject. We argue for metaphorical readings of the texts of flexibility and globalization as a way of countering attempts to inscribe certain meanings and in order to sustain policy openings.     

构建学生良好数学言语思维空间的教学途径

根植于文化传统的数学教育要实现现代化,就必须实现数学知识的学术形态向教育形态的转化．为此,在数学教学中应构建良好的数学言语思维空间,加强学生数学言语能力的培养．在具体数学课堂教学中,可以通过数事问题具体化、头脑风暴和数学冒险等途径拓宽学生的数学言语思维空间。     

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.     

语境与话语文本促动隐喻机制的生存分析

语境对隐喻话语的正确理解极为重要,经过分析我们更加了解：制约交际双方话语的通畅交流,往往受制于语境,特别在隐喻的理解中更需要人们主动去筛选、利用、构想甚至是创设各种语境来合理地理解和评估依赖于语境特定条件下难以理解的隐喻话语。     

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.     

Sources of Inequity: understanding students' responses to assessment

This article considers some of the implications for assessment practice of current views about the nature of learning, and achievement. Evidence from national surveys is presented that demonstrates some of the different ways, ‘tasks' and responses to them are understood by assessors and students. This is followed by a review of evidence about differential sub‐group performance which is then examined to identify potential sources of inequity in assessment practice.     

Public understanding of science: from contents to processes

Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered.     

The metaphorical department head: using metaphors as analytic tools to investigate the role of department head

This paper reports the results of a study that examined the ways a group of department heads in Ontario, Canada, describe their role. Despite their ubiquity and importance, department heads have been seldom investigated in the educational leadership literature. The study uses the metaphor as an analytic tool to examine the ways participants talked about their role. It was found that while department heads seem essential to the policy implementation, their role is rarely acknowledged. In the analysis, we use the term ‘Fifth Business’, originally coined by Robertson Davies, to refer to the actors in a play who were never assigned the role of heroes or villains, but whose work was to incarnate a role that was nonetheless essential to the play. The study concludes that by building on the complex ways department heads understand their role, school leaders and policy-makers could clarify their role and develop strategies to support them.