作　　者： ;

机构地区： 嘉应学院教育科学学院

出　　处： 《西华大学学报（哲学社会科学版）》 2012年第2期101-104,109,共5页

摘　　要： 为研究儿童对有、无字面义的隐喻理解发展特征,本文采用隐喻理解实验材料,以某县城小学二、四、六年级共168名学生为被试,考察儿童有、无字面义隐喻理解发展。结果表明:(1)整个小学阶段儿童隐喻理解水平较低,无字面义隐喻理解水平更低;(2)低、中年级儿童有字面义隐喻理解水平明显高于无字面义隐喻理解水平,高年级儿童有、无字面义隐喻理解水平几乎一样;(3)小学儿童有字面义和无字面义隐喻理解水平都在迅速提高,无字面义隐喻理解水平提高更快。 The research studied the features of children＇s development in comprehension of metaphor with or without literal meaning,among 168 students of Grade Two,Four and Six from a city primary school.Results show that： 1） primary school students＇ metaphoric comprehension was at the low level throughout the entire primary school period,even lower to metaphor without literal meaning;2） the low-and middle-grade students＇ understanding of metaphor with literal meanings was significantly better than those without literal meaning,while the high-grade students showed no difference in understanding metaphor with or without literal meaning;3） primary school pupils were making rapid progress in understanding metaphor with or without literal meaning,and greater improvement was found in understanding metaphor without literal meaning.

关 键 词： 小学儿童 隐喻理解 有字面义隐喻 无字面义隐喻 认知心理学

领　　域： [哲学宗教] [哲学宗教]