隐喻识别能力与思维能力发展的关系研究

A Study on the Relationship between Metaphor Recognition Ability and Thinking Traits Ability

即将颁布的高中英语"新课标"提出了学科核心素养的培养要求。其中,特别提出了思维品质发展维度。2017年2月正式对外颁布的《大学英语教学指南》总体能力目标描述发展目标之一为:能够对不同来源的信息进行综合、对比、分析,并得出自己的结论或形成自己的认识。由此可见,国内中高等教育均认识到了思维培养的重要性。但是,思维培养方法的研究仍未取得突破性进展。本研究采用实证与有声思维法,发现受到汉民族偏重于空间思维方式影响,中国学生实体隐喻识别正确率高于结构隐喻识别;随着大学英语的深入学习,学生隐喻识别能力明显得到提高;语义联想、类比、推理是隐喻识别中学生最常用的思维策略,且隐喻识别过程对思维能力发展起促进作用;依据上述发现并提出了对英语课堂教学的启示。

The upcoming ＂new curriculum standard＂ for English of high school puts forward the cultivation requirements of key competencies, which in particular puts forth the dimension of traits of thinking development. Guidance to College English Teaching issued in February 2017 also pays im- portance to traits of thinking. It can be seen that the importance of thinking is highly recognized in the higher education in China, but there are not many breakthroughs in the research on the methods of thinking cultivation. This study finds that the Chinese students ＇ontological metaphor recognition ac- curacy is higher than that of structural metaphor. With the in-depth study of college English, students＇metaphor recognition ability is obviously improved. Semantic association, analogy and rea- soning are the most commonly used thinking strategies, and the process of metaphor recognition pro-motes the traits of thinking.