本文選題：科學(xué)隱喻 + 概念轉(zhuǎn)變　； 參考：《陜西師范大學(xué)》2016年博士論文

【摘要】：科學(xué)概念的形成和轉(zhuǎn)變是科學(xué)教育最基本和最關(guān)鍵的環(huán)節(jié)�？茖W(xué)概念的學(xué)習(xí)所利用的發(fā)散、匯聚、聯(lián)想、遷移等一系列思維形式都涉及對科學(xué)隱喻的認(rèn)知加工。利用科學(xué)隱喻進(jìn)行認(rèn)知操作是科學(xué)概念形成和轉(zhuǎn)變的一個基本機(jī)制,是科學(xué)教育活動的一個本質(zhì)性的微觀過程。在長期的科學(xué)教育實踐中,古今中外許多杰出的科學(xué)家、教育家高超、靈活地運(yùn)用科學(xué)隱喻和日常隱喻,已經(jīng)積累了大量成功的教育教學(xué)范例。在科學(xué)教育學(xué)科的理論與實踐借助現(xiàn)代科技成果向應(yīng)用廣、技術(shù)新、基礎(chǔ)深等維度快速發(fā)展的背景中,借鑒心理學(xué)、認(rèn)知神經(jīng)學(xué)、語言學(xué)等學(xué)科領(lǐng)域的研究工具和手段,對科學(xué)隱喻的認(rèn)知神經(jīng)加工機(jī)制的深入探討,已經(jīng)成為國際科學(xué)教育研究領(lǐng)域中的學(xué)科交叉的前沿,其成果對于科學(xué)教育實踐具有重要的認(rèn)識論和方法論意義。事件相關(guān)電位(event-relatedpotential,ERP)的毫秒級的時間分辨率以及多維度的成分分析使其成為隱喻認(rèn)知加工這個內(nèi)隱的、連續(xù)的、復(fù)雜心理過程的理想研究工具。本研究借鑒以日常語言和文學(xué)語言為語料的隱喻ERP研究范式,設(shè)計了三個ERP實驗,逐步深入地對比分析了科學(xué)隱喻與日常隱喻、科學(xué)隱喻與文學(xué)隱喻、科學(xué)語言(隱喻和直義)與日常直義認(rèn)知加工大腦激活程度和區(qū)域的異同,從而從隱喻的視角探討了科學(xué)概念的認(rèn)知神經(jīng)加工機(jī)制�？茖W(xué)隱喻是在自然科學(xué)語境使用的隱喻,這使得它同日常隱喻和文學(xué)隱喻在語境和功能上存在差異。這種差異主要表現(xiàn)在以下幾個方面:首先,科學(xué)隱喻往往跨越科學(xué)和日常兩種語境,因此具有更加復(fù)雜的語境結(jié)構(gòu),ERP的N400成分對此非常敏感;其次,科學(xué)隱喻認(rèn)知加工晚期必然涉及一個從具體到抽象的科學(xué)推理過程,從而達(dá)到其特有的知識頓悟的功能,ERP的晚期成分對此非常敏感。遵照循序漸進(jìn)的原則,本研究設(shè)計了三個ERP實驗,以便逐步深入地考察科學(xué)隱喻的認(rèn)知神經(jīng)加工機(jī)制。實驗一是科學(xué)隱喻與日常隱喻的對比研究,其主要目的是驗證由于科學(xué)隱喻特有的隱喻度、熟悉度和抽象度,其認(rèn)知神經(jīng)加工機(jī)制是否表現(xiàn)出與日常隱喻與直義表達(dá)不同的特性,從而為隨后的實驗奠定重要的基礎(chǔ)。該實驗采用尾詞范式,選取疊加賓語呈現(xiàn)前200 ms到呈現(xiàn)后1000 ms的腦電。實驗刺激分為三種類型:科學(xué)隱喻句、日常隱喻句和日常直義句。通過前測問卷,研究者對實驗語料的意義度、隱喻度和熟悉度進(jìn)行了評定。研究結(jié)果表明,隱喻句比直義句誘發(fā)了更負(fù)的N400;科學(xué)隱喻句的波幅最高,而且存在右半球優(yōu)勢效應(yīng)。繼N400之后,科學(xué)隱喻句和日常隱喻句都誘發(fā)了另外一個晚負(fù)成分,且科學(xué)隱喻句的波幅顯著高于日常隱喻句的波幅;左右腦都參與了科學(xué)隱喻認(rèn)知較晚期階段的加工。由于LPC時間窗重疊了一個晚負(fù)成分,這導(dǎo)致隱喻句誘發(fā)的LPC波幅明顯降低,尤其科學(xué)隱喻句的波幅。實驗一結(jié)果說明,隱喻句的語義加工難度大于日常直義句的加工難度;相比較而言,科學(xué)隱喻句的加工難度更大。此外,由于科學(xué)隱喻特有的知識頓悟功能,加工晚期涉及從具體到抽象的推理過程,因此語義再次融合難度依然很大。在實驗一的研究基礎(chǔ)以上,實驗二進(jìn)一步將科學(xué)隱喻和文學(xué)隱喻進(jìn)行了對比研究。從熟悉度的角度來看,科學(xué)隱喻和文學(xué)隱喻都屬于新奇隱喻。但是與文學(xué)隱喻相比,科學(xué)隱喻具有其獨特語境復(fù)雜性和知識頓悟功能。因此,實驗二的研究結(jié)果能夠更加清楚地表明科學(xué)性在隱喻認(rèn)知神經(jīng)加工中的獨特作用。實驗二實驗范式和數(shù)據(jù)分析方法同實驗一。實驗刺激分為四種類型:科學(xué)隱喻句、文學(xué)隱喻句、日常隱喻句和日常直義句,也就是說,實驗刺激在實驗一語料的基礎(chǔ)上加入了文學(xué)隱喻句。前測問卷除了實驗一的三個環(huán)節(jié)以外,增加了對實驗刺激尾詞具體度的評估。實驗結(jié)果表明,由于都是新奇隱喻,科學(xué)隱喻句和文學(xué)隱喻句誘發(fā)的N400無明顯差異。繼N400之后,隱喻句都誘發(fā)了晚負(fù)成分,科學(xué)隱喻句的波幅最高,且左右腦的激活程度無明顯差異。更加重要的是,為了清楚地觀察在后期加工過程中兩種新奇隱喻句之間的差異隨時間的變化情況,本研究將LPC時間窗進(jìn)一步分成了三個子時間窗。研究結(jié)果表明,隨著時間的推移,科學(xué)隱喻和文學(xué)隱喻的波幅差異越來越大;與文學(xué)隱喻相比,科學(xué)隱喻激活的腦區(qū)范圍也越來越大�？梢�,與更加抽象的科學(xué)隱喻相比,在較晚期加工過程中,文學(xué)隱喻變得越來越常規(guī)化了,其加工難度逐漸降低,從而去接近日常隱喻的加工難度。最后,在實驗一和實驗二的基礎(chǔ)上,實驗三是關(guān)于科學(xué)語言(隱喻和直義)與日常直義的對比研究。實驗范式和數(shù)據(jù)分析方法同實驗一和實驗二。實驗刺激分為三種類型:科學(xué)隱喻句、科學(xué)直義句和日常直義句。前測過程與實驗一類似。實驗三的目的是從以下兩個層面更加細(xì)致地探討科學(xué)隱喻的認(rèn)知神經(jīng)加工機(jī)制:首先,從科學(xué)隱喻和科學(xué)直義的共性層面,研究者更加本源地考察了科學(xué)語言的加工機(jī)制。其次,從科學(xué)隱喻和科學(xué)直義不同之處,研究者進(jìn)一步考察了科學(xué)概念的抽象度對其腦加工機(jī)制的影響。實驗結(jié)果表明,科學(xué)語言句(隱喻和直義)比日常直義句誘發(fā)了更負(fù)的N400,且科學(xué)隱喻比直義句(科學(xué)和日常)誘發(fā)了更負(fù)的N400。左右半球都參與了科學(xué)語言的認(rèn)知加工,右腦頂葉區(qū)的激活程度尤其明顯。繼N400之后,科學(xué)語言句(隱喻和直義)都誘發(fā)了晚負(fù)成分,科學(xué)隱喻句的波幅最高,且左右腦的激活程度無明顯差異�？茖W(xué)語言特有的復(fù)雜性和抽象性降低了其語義顯性度,這造成了語義加工難度的提高。本研究選取概念隱喻的理論視角,結(jié)合認(rèn)知神經(jīng)科學(xué)和語言學(xué)研究方法,通過對比分析科學(xué)隱喻與文學(xué)隱喻和日常隱喻以及科學(xué)語言(隱喻和直義)與日常直義神經(jīng)機(jī)制的異同,探討了科學(xué)隱喻特有的認(rèn)知神經(jīng)加工機(jī)制,研究發(fā)現(xiàn):1.跨越科學(xué)和日常的更加復(fù)雜的語境結(jié)構(gòu)導(dǎo)致科學(xué)隱喻源域和目標(biāo)域間距離更長,建立語義映射所需的認(rèn)知負(fù)載也隨之增大;2.從具體源域到抽象目標(biāo)域的更加細(xì)致的推理過程導(dǎo)致科學(xué)隱喻不同語域之間再度融合難度進(jìn)一步增大,其加工過程涉及難度更大且更加費時的比較過程;3.左右半球都參與了科學(xué)隱喻的認(rèn)知加工,相比較而言,右腦,尤其是右腦頂葉區(qū),在科學(xué)思維中的作用是不容忽視的。這些研究結(jié)果,初步揭示了科學(xué)概念形成和轉(zhuǎn)變過程中學(xué)習(xí)者進(jìn)行科學(xué)認(rèn)知的腦加工過程。更加有意義的是,基于科學(xué)隱喻腦加工機(jī)制的科學(xué)發(fā)現(xiàn),本研究嘗試對科學(xué)概念教學(xué)提出一些建議,如從日常隱喻到科學(xué)隱喻的順序教學(xué)、分階段的科學(xué)思維培養(yǎng)和科學(xué)課堂中閱讀能力的培養(yǎng),以期能夠?qū)ι罨蛢?yōu)化科學(xué)概念學(xué)習(xí)予以重要的啟示,對于設(shè)計和運(yùn)用更為現(xiàn)實有效的科學(xué)教育教學(xué)方法提供一定的腦加工機(jī)制的理論依據(jù)。
[Abstract]:The formation and transformation of scientific concepts is the most basic and critical link in science education. A series of thinking forms, such as divergence, convergence, association and migration, are involved in the cognitive processing of scientific metaphor. The use of scientific metaphor is a basic mechanism for the formation and transformation of scientific concept, and it is a science. In the long term scientific and educational practice, many outstanding scientists and educationists in the ancient and modern times have accumulated a large number of successful examples of education and teaching. The theory and practice of science education are applied to the application of modern scientific and technological achievements. In the background of the rapid development of the broad, technological and basic dimensions, the research tools and means of psychology, cognitive neurology and linguistics are used for reference, and the deep exploration of cognitive neural processing mechanism of scientific metaphor has become the frontier of interdisciplinary research in the field of international science education, and its achievements are for the practice of scientific education. It has important epistemological and methodological significance. The time resolution of the millisecond level of event-relatedpotential (ERP) and the multidimensional component analysis make it an ideal research tool for the implicit, continuous, complex psychological process of metaphorical cognitive processing. This study uses the daily and literary language as the corpus. The metaphorical ERP research paradigm designed three ERP experiments, and gradually compared and analyzed the similarities and differences between scientific metaphor and daily metaphor, scientific metaphor and literary metaphor, scientific language (metaphor and direct meaning) and the cognitive processing of brain activation degree and region of the daily direct sense, thus the cognitive processing machine of scientific concepts was discussed from the perspective of metaphor. Scientific metaphor is a metaphor used in the context of natural science. This makes it different from the context and function of everyday metaphor and literary metaphor. This difference is mainly manifested in the following aspects: first, the scientific metaphor often crosses the two contexts of science and daily, and therefore has a more complex context structure, and the N400 component of ERP Second, the late stage of cognitive processing of scientific metaphor is bound to involve a specific and abstract scientific reasoning process to achieve its unique knowledge epiphany. The late components of ERP are very sensitive to it. According to the principle of gradual progress, this study designed three ERP experiments to examine the recognition of scientific metaphor in depth. The experimental one is the comparative study of scientific metaphor and daily metaphor. The main purpose of this study is to verify the specific metaphorical degree, familiarity and abstraction of scientific metaphor, and whether the cognitive processing mechanism shows different characteristics from the daily metaphor and the direct meaning, thus laying an important foundation for the subsequent experiment. The experiment uses the tail word paradigm to select the brain electricity from the first 200 ms to the 1000 ms after the presentation of the superposition object. The experimental stimulus is divided into three types: scientific metaphorical sentence, daily metaphorical sentence and daily direct meaning sentence. The sentence induces a more negative N400; the scientific metaphorical sentence has the highest amplitude and has the right hemisphere advantage effect. After N400, the scientific metaphorical sentence and the daily metaphorical sentence all induce another late negative component, and the amplitude of the scientific metaphorical sentence is significantly higher than the amplitude of the daily metaphorical sentence; the left and right brains are involved in the addition of the later stage of the scientific metaphor cognition. Because the LPC time window overlaps a late negative component, it leads to a significant decrease in the LPC amplitude induced by the metaphorical sentence, especially the amplitude of the scientific metaphorical sentence. The result of the experiment shows that the difficulty of the semantic processing of the metaphorical sentences is greater than the difficulty of the processing of the daily sentences. In comparison, the processing of the scientific metaphor is more difficult. In addition, the scientific metaphor is more difficult. The special knowledge epiphany function, and the late processing involves the reasoning process from concrete to abstract, so the difficulty of semantic reintegration is still very difficult. In the experiment one above, experiment two makes a comparative study of scientific metaphor and literary metaphor. From the perspective of familiarity, both scientific metaphor and literary metaphor are new. However, compared with literary metaphor, scientific metaphor has its unique contextual complexity and knowledge epiphany function. Therefore, the results of experiment two can clearly show the unique role of Science in metaphorical cognitive neuroprocessing. Experiment two experimental paradigm and data analysis method and experiment one. Experimental stimuli are divided into four types: The scientific metaphorical sentence, the literary metaphorical sentence, the daily metaphorical sentence and the daily direct meaning sentence, that is, the experimental stimulus is added to the literary metaphorical sentence on the basis of the experimental data. The pre test questionnaire, in addition to the three links of the experimental one, increases the evaluation of the specificity of the experimental stimulus tail words. The experimental results show that, because all are novel metaphors, scientific implicit. There is no obvious difference in the N400 induced by metaphorical sentences and literary metaphorical sentences. After N400, the metaphorical sentences all induce the late negative components. The amplitude of the scientific metaphorical sentences is the highest, and the activation degree of the left and right brain is not significantly different. More importantly, to clearly observe the variation of the differences between the two novel metaphorical sentences in the process of later processing. In this study, the LPC time window is further divided into three sub time windows. The results show that the amplitude difference between scientific metaphor and literary metaphor is more and more significant as time goes on. Compared with literary metaphor, the brain area of scientific metaphor is becoming larger and larger. In this case, literary metaphor has become more and more conventional, and its processing difficulty is gradually reduced to close to the difficulty of processing everyday metaphors. Finally, on the basis of experiment one and experiment two, experiment three is a comparative study of the scientific language (metaphor and direct meaning) and the daily direct meaning. The empirical and data analysis methods are the same as experiment one and experiment two. The experimental stimulation is divided into three types: scientific metaphorical sentence, scientific direct meaning sentence and daily straight sentence. The process of pre test is similar to that of experiment. The purpose of experiment three is to explore the cognitive mechanism of cognitive cognitive processing in scientific metaphor from the following two levels. First, from the common level of scientific metaphor and scientific direct meaning, the researchers have a more original investigation. Secondly, from the difference between scientific metaphor and scientific direct meaning, the researchers further examine the influence of the degree of abstraction of scientific concepts on the mechanism of brain processing. The experimental results show that the scientific language sentence (metaphor and direct meaning) induces a more negative N400 than the daily direct meaning, and the scientific metaphor is more attractive than the direct sense sentence (scientific and daily). The more negative N400. hemispheres are involved in the cognitive processing of the scientific language. The activation degree of the right parietal lobe is particularly obvious. Following N400, the scientific language sentences (metaphors and direct meanings) all induce the late negative components. The amplitude of the scientific metaphorical sentences is the highest, and the activation range of the left and right brain is not distinctly different. This study selects the theoretical perspective of conceptual metaphor, combining cognitive neuroscience and linguistic research methods, and compares and analyzes the similarities and differences between scientific metaphor and literary metaphor and daily metaphor and scientific language (metaphor and direct meaning) and the common semantic mechanism. To discuss the special cognitive processing mechanism of scientific metaphor, it is found that 1. the more complex contextual structure of scientific and daily life leads to the longer distance between the source domain of scientific metaphor and the target domain, and the cognitive load needed to establish semantic mapping is also increased; 2. the more detailed reasoning process from the specific source domain to the abstract target domain leads to the division of the section. The difficulty of reintegration between different registers of metaphor is further increased, and its processing involves a more difficult and more time-consuming comparison process; about 3. hemispheres are involved in cognitive processing of scientific metaphor. In comparison, the right brain, especially the right parietal lobe, can not be ignored in scientific thinking. These results are preliminary. It reveals the process of scientific cognition in the process of scientific cognition in the formation and transformation of scientific concepts. More meaningful is the scientific discovery of scientific metaphor based on the mechanism of brain processing. This study attempts to make some suggestions on the teaching of scientific concepts, such as the sequential teaching from everyday metaphor to scientific metaphor, the training of scientific thinking in stages and the development of scientific thinking. The cultivation of reading ability in the science classroom is expected to give important enlightenment to the deepening and optimization of scientific concept learning. It provides a theoretical basis for the design and use of more realistic and effective teaching methods of scientific education.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G633.98

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