“双减”背景下隐喻在初中生教育教学中的运用刍论  

Discuss on the Application of Metaphor in the Education and Teaching of Junior Middle School Students under the Background of"Double Reduction"

作　　者：刘超 尹慧 Liu Chao;Yin Hui(School of Psychology,Inner Mongolia Normal University,Inner Mongolia Province,Helingeer 011500,China)

机构地区：[1]内蒙古师范大学心理学院,内蒙古和林格尔011500

出　　处：《成才之路》2023年第13期129-132,共4页Way of Success

摘　　要：隐喻是人类思维的重要手段,概念隐喻理论认为,隐喻的主要功能是个体借助自身已有知识经验中熟悉的、简单的具体概念来理解不熟悉的、复杂的抽象概念。在“双减”背景下的初中教育教学中,教师应根据隐喻的这一重要功能,结合学生的思维发展特点,积极利用隐喻的普遍性、系统性和文化连贯性特征,从认知、心理健康教育等多方面出发,有效减轻学生的课业负担及心理负担,促使学生的抽象思维能力、理解未知能力等得到有效发展。conception;thinkingMetaphor is an important means of human thinking.The theory of conceptual metaphor suggests that the main function of metaphor is for individuals to understand unfamiliar and complex abstract concepts through the use of familiar and simple concrete concepts from their existing knowledge and experience.In the context of"double reduction"in junior high school education and teaching,teachers should actively utilize the universality,systematicity,and cultural coherence characteristics of metaphors based on the important function of metaphors,combined with students'thinking development characteristics.Starting from various aspects such as cognition and mental health education,teachers should effectively reduce students'academic and psychological burden,and promote the effective development of students'abstract thinking ability and understanding of unknown abilities.

关 键 词：“双减”政策 初中生教育 隐喻 抽象概念 思维发展 

分 类 号：G441[哲学宗教—心理学] G633[哲学宗教—发展与教育心理学]