在真实的情境中教学可以促进学生的理解,对于初中生来说,他们需要一些具体形象的支撑,3D体验游戏可以将抽象的事物具体化,让学生感受到真实的世界。本文以Conceptual Play Spaces理论为基础,根据初中生的学习特征,设计教育游戏桃花源记...在真实的情境中教学可以促进学生的理解,对于初中生来说,他们需要一些具体形象的支撑,3D体验游戏可以将抽象的事物具体化,让学生感受到真实的世界。本文以Conceptual Play Spaces理论为基础,根据初中生的学习特征,设计教育游戏桃花源记,激发学习者的学习兴趣,使学生沉浸在教育游戏情境中,提高学习者核心素养。展开更多
Many words are polysemous. There are two ways of handling this phenomenon in a semantic theory: One is full specification, where each meaning of a word is represented separately in the lexicon. The other is minimal sp...Many words are polysemous. There are two ways of handling this phenomenon in a semantic theory: One is full specification, where each meaning of a word is represented separately in the lexicon. The other is minimal specification, where one meaning of a word is considered to be central, and other meanings are derived from the central one. The article defends minimal specification by presenting a number of semantic transformations that can be used to generate new meanings. Firstly, parallels between the visual process and changes of meaning are outlined. It is argued that many types of semantic transformations can be analyzed as different forms of focusing. For example, metonymical transformations are parallel to zooming out(totem pro part) or zooming in(pars pro toto). The notion of a domain is discussed in relation to the theory of conceptual spaces. It is argued that metaphorical meaning changes can be analyzed as mappings between domains. The notion of a mapping becomes more precise when the geometric structures of the domains are considered. As a case study, some of the many meanings of "over" are analyzed in terms of focusing or domain mappings. Finally, the productive functions of iterated semantic transformations are discussed.展开更多
文摘在真实的情境中教学可以促进学生的理解,对于初中生来说,他们需要一些具体形象的支撑,3D体验游戏可以将抽象的事物具体化,让学生感受到真实的世界。本文以Conceptual Play Spaces理论为基础,根据初中生的学习特征,设计教育游戏桃花源记,激发学习者的学习兴趣,使学生沉浸在教育游戏情境中,提高学习者核心素养。
文摘Many words are polysemous. There are two ways of handling this phenomenon in a semantic theory: One is full specification, where each meaning of a word is represented separately in the lexicon. The other is minimal specification, where one meaning of a word is considered to be central, and other meanings are derived from the central one. The article defends minimal specification by presenting a number of semantic transformations that can be used to generate new meanings. Firstly, parallels between the visual process and changes of meaning are outlined. It is argued that many types of semantic transformations can be analyzed as different forms of focusing. For example, metonymical transformations are parallel to zooming out(totem pro part) or zooming in(pars pro toto). The notion of a domain is discussed in relation to the theory of conceptual spaces. It is argued that metaphorical meaning changes can be analyzed as mappings between domains. The notion of a mapping becomes more precise when the geometric structures of the domains are considered. As a case study, some of the many meanings of "over" are analyzed in terms of focusing or domain mappings. Finally, the productive functions of iterated semantic transformations are discussed.
