高中语文诗歌隐喻解读教学探论  

Exploring the Teaching of Metaphorical Interpretation of Chinese Poetry in High School

作　　者：王广杰 郑国民[2] Wang Guangjie;Zheng Guomin

机构地区：[1]北京师范大学第二附属中学,北京100088 [2]北京师范大学文学院,北京100875

出　　处：《课程.教材.教法》2025年第4期92-98,共7页Curriculum,Teaching Material and Method

摘　　要：隐喻解读的核心目的是深入感知物理、心理和感悟三重相似性。基于教学实践的需要,诗歌隐喻的内容可分为形象描绘类、意象叠合类、典故化用类、词义引申类、词源关联类和节奏模仿类六大类型,与之相对应的六大解读策略分别为细剖喻体、分列意象、聚古今、还原本义、关联他词和替换表述等。通过对高中语文教材所选古今诗词全部隐喻现象的测查分析发现,隐喻现象在古体诗和现代诗中都大量存在,且以饱含汉字文化形象和诗学意蕴的词义引申类和词源关联类为主。诗歌隐喻解读与师生的个人体验紧密相关,有助于引导学生从诗歌小课堂走向生命大世界。The core purpose of metaphorical interpretation is to deeply perceive the triple similarities of physical,psychological,and experiential aspects.Based on the needs of teaching practice,the content of poetic metaphor can be divided into six major types:image description,image overlay,allusion usage,semantic extension,etymological association,and rhythm imitation.Correspondingly,there are six major interpretation strategies:detailed analysis of the metaphor,listing of images,convergence of ancient and modern contexts,restoration of original meanings,association with other words,and substitution of expressions.Through analysis of all metaphor in ancient and modern poetry in high school Chinese textbooks,it has been found that metaphor is abundant in both ancient and modern poetry and is primarily characterized by semantic extension and etymological association rich in Chinese cultural imagery and poetic connotation.Metaphor interpretation of poetry is closely related to the personal experiences of teachers and students,which helps guide students from poetry classroom to the world of life.

关 键 词：诗歌 隐喻 阅读教学 解读策略 

分 类 号：G633.3[文化科学—教育学]