根據(jù)幼兒的情緒特點和發(fā)展需要,教育部在2012年10月9日正式頒布的《3-6歲兒童學(xué)習(xí)與發(fā)展指南》中提出,營造積極穩(wěn)定和諧愉快的情緒環(huán)境是學(xué)前兒童情緒健康教育的重要目標(biāo)之一。情緒教育需采取各種適當(dāng)?shù)姆绞絹砼囵B(yǎng)兒童正確理解和對待情緒的能力,學(xué)會控制和正確表達(dá)自己的情緒。兒童情緒繪本,作為情緒教育的重要載體,它通過呈現(xiàn)某種情緒狀態(tài)的故事來幫助兒童熟悉具體情緒的抽象含義,增長情緒知識,引導(dǎo)他們學(xué)會正確理解和調(diào)節(jié)情緒。然而,情緒繪本往往借助隱喻手法來降低情緒概念的抽象性,從而將其具體化、范疇化、清晰化,以期被感知和理解。對兒童情緒繪本中情緒隱喻的分析與解讀將有利于提高兒童情緒識別能力、掌控能力、共情能力,促進(jìn)兒童情緒認(rèn)知能力的發(fā)展。本研究選取25本(3-6歲)具有權(quán)威性的兒童情緒繪本作為研究對象,從認(rèn)知角度出發(fā),根據(jù)Pragglejaz Group(2007)的隱喻識別步驟和Shaver et al.(2001)情緒分類方法,對兒童情緒繪本中的情緒隱喻進(jìn)行識別和分類;并借助最新的多媒體數(shù)據(jù)分析軟件Nvivo 12,對所甄別的數(shù)據(jù)進(jìn)行導(dǎo)入、編輯、編碼、創(chuàng)建節(jié)點來標(biāo)注和統(tǒng)計數(shù)據(jù)。同時,輔以認(rèn)知隱喻...

【文章頁數(shù)】：161 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
LIST OF ABBREVIATIONS
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Organization of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Introduction of Key Concepts
        2.1.1 Introduction of emotion
        2.1.2 Definition of metaphor
        2.1.3 Definition of multimodality
        2.1.4 Definition of children’s emotion picture book
    2.2 An Overview of Metaphor
        2.2.1 Metaphor from the traditional perspective
        2.2.2 Metaphor from the cognitive perspective
        2.2.3 Metaphor from the pragmatic perspective
    2.3 An Overview of Emotion Metaphor
        2.3.1 Previous studies of emotion metaphor abroad
        2.3.2 Previous studies of emotion metaphor at home
    2.4 An Overview of Children’s Emotion Picture Books
        2.4.1 Previous studies of children’s emotion picture books abroad
        2.4.2 Previous studies of children’s emotion picture books at home
    2.5 The Grey Areas to be Studied
    2.6 Summary
Chapter Three THEORETICAL FOUNDATION
    3.1 Cognitive Theories of Metaphor
        3.1.1 Conceptual metaphor theory
        3.1.2 Multimodal metaphor
        3.1.3 Pictorial metaphor
        3.1.4 Emotion metaphor
    3.2 Conceptual Metonymy Theory
        3.2.1 General introduction of conceptual metonymy
        3.2.2 Functions of metonymy
        3.2.3 The interaction of metaphor and metonymy
    3.3 Relevance Theory
        3.3.1 Relevance and principles of relevance
        3.3.2 Cognitive context in relevance theory
    3.4 An Integrated Framework
Chapter Four RESEARCH METHODOLOGY
    4.1 Research Questions
    4.2 Data Collection
        4.2.1 Emotion metaphor identification
        4.2.2 Data description
    4.3 Research Tool and Data Annotation
    4.4 Data Analysis Procedures
    4.5 Summary
Chapter Five RESULTS AND DISCUSSION
    5.1 Types and Features of Emotion Metaphors in Children’s Emotion Picture Books
        5.1.1 Types of emotion metaphors
        5.1.2 Rations of emotion metaphors
        5.1.3 Features of emotion metaphors
    5.2 Meaning Construction of Emotion Metaphors in Children’s Emotion Picture Books
        5.2.1 Negative emotion metaphors
        5.2.2 Neutral emotion metaphors
        5.2.3 Positive emotion metaphors
    5.3 Summary
    5.4 Functions of Emotion Metaphors in Children’s Emotion Picture Books
        5.4.1 Narrative function of emotion metaphors
        5.4.2 Social function of emotion metaphors
        5.4.3 Aesthetic function of emotion metaphors
    5.5 Summary
Chapter Six CONCLUSION
    6.1 Major Findings of the Research
    6.2 Implications of the Research
    6.3 Limitations and Future Research Suggestions
REFERENCES
APPENDICES
    Appendix Ⅰ:Childern’s Emotion Picture Books
    Appendix Ⅱ Papers Published during the MA Program



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