具身认知视角下隐喻在诗词教学中的运用  

The Application of Metaphor in Poetry Teaching from the Perspective of Embodied Cognition

作　　者：魏良婷[1] WEI Liangting(JiangsuLianyungang Secondary Vocational School,Lianyungang 222000,Jiangsu Province)

机构地区：[1]江苏省连云港中等专业学校,江苏连云港222000

出　　处：《江苏教育研究》2020年第21期36-41,共6页Jiangsu Education Research

基　　金：第四期江苏省职业教育教学改革研究立项课题“综合高中班语文课程普职融通实施策略研究”(课题编号:ZYB121)阶段性研究成果。

摘　　要：诗词中的隐喻由于其“隐”而不显,学生难以捕捉丰厚意蕴,诗词鉴赏一直以来都是语文教学中的难点。教师恰当引导学生联系生活经验中隐喻的思维方式,发现隐喻的手法、梳理隐喻的映射关系,可以更好地帮助学生建构新知,生成对诗词的个性化理解,从而提升诗词教学的效率,促进中华优秀传统文化的传承。The metaphors in poems are not obvious because of their"hiddenness",and it is difficult for the students to capture the in-depth meaning.Poetry appreciation has always been a difficult point in Chinese teaching.If the teachers appropriately guide the students to connect with metaphorical ways of thinking in life experience,discover metaphorical techniques and sort out the mapping relationship of metaphors,they can better help the students construct new knowledge and generate personalized understanding of poetry,thereby improving the efficiency of poetry teaching and promoting theinheritance of Chinese excellent traditional culture.

关 键 词：具身认知 诗词教学 隐喻 

分 类 号：G712[文化科学—职业技术教育学]