隐喻意识视野下教师价值取向研究  

Teachers' Awareness of Using Metaphor and Their Value Orientation

作　　者：梁婧玉[1] 

机构地区：[1]南京师范大学外国语学院,江苏南京210097

出　　处：《阜阳师范学院学报（社会科学版）》2012年第1期138-143,共6页Journal of Fuyang Normal University：Social Science Edition

摘　　要：隐喻是教师个人知识的重要表征形式。剖析教师隐喻可以揭示教师深层的教学思想和信念。研究表明,教师使用隐喻的意识不强。3年教龄对于教师使用隐喻的意识有非常显著的影响。经历3年教育教学实践以后,教龄对于教师使用隐喻的意识没有显著影响。学科背景对于教师使用隐喻意识没有显著性影响。不同的教师关于学生、教师、教学过程、课程标准、教科书以及所教学科的隐喻有着不同的强调视角和价值取向。Metaphor is the most important representational form of teachers＇ personal knowledge.Teachers＇ deeper educational ideas and beliefs could be revealed by analysis of teachers＇ metaphor.The study shows that teachers have weak consciousness of using metaphor.Three-year teaching experience influences much on teachers＇ awareness of using metaphor.Teachers＇ awareness of using metaphor changed little after three years of education teaching practice.Discipline background has no distinct influences on teachers＇ awareness of using metaphor.Teachers have their own stressed perspectives and value orientations of using metaphor on students,teachers,teaching process,curriculum standards,textbooks and teaching subject.

关 键 词：教师隐喻 隐喻意识 价值取向 

分 类 号：G645[文化科学—高等教育学]