摘要
隐喻是一种认知现象,是人类将其某一领域的经验用来说明或理解另一类领域的经验的一种认知活动。许多学习经验的认知获得并不存在于简单的规则体系之中,而是在真实的情境参与中以隐喻的方式存在。支配教师实际行为的往往是那些根植于社会实践的"隐喻规则"。通过对学习经验"现象投射"的认知,可以挖掘出隐喻本质的三种形式——本体隐喻、结构隐喻和方位隐喻,得出具身认知、人际交往、情境场域这三种教师学习经验的隐喻表征路径,以期通过其蕴含关系的互动将各种经验的表现形式联系起来,进而影响作为"具体的人"的教师认知结构的构建。
Metaphor is a cognitive phenomenon, which human beings use the experience of one field to illustrate or understand the experience of another. The cognitive acquisition of many learning experiences does not exist in a simple rule system, but exists in a metaphorical way in real situation participation. The rules of metaphor that are rooted in social practice are often the ones that govern people＇s actual actions. By learning the experience of the phenomenon of projection of the cognitive nature of metaphor, we can dig out three forms, which are ontological metaphor, structural metaphor and orientation metaphor, and we can find out three kinds of learning experience path issued by metaphorical representation, which are body cognition, interpersonal communication, situational field to experience a variety of forms linked by its the interaction and influence, as the construction of teachers＇ cognitive structure of the ＂specific person＂.
作者
李晶
吕立杰
Li Jing;Lv Lijie(Jilin Normal University, Siping J inlin 136000, China;Faculty of Education, Northeast Normal University, Changchun Jinlin 130024, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第5期133-137,共5页
Curriculum，Teaching Material and Method
基金
吉林省教育厅"十三五"社会科学项目"基于实习学校文化的实习教师专业成长研究"(JJKH20170396SK)
关键词
教师
学习经验
认知
隐喻
表征
teachers
learning experience
cognitiom metaphor
representation
