本文關(guān)鍵詞： 比喻修辭格 比喻修辭方法 初中生比喻修辭學(xué)習(xí)　出處：《中央民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：比喻,俗稱"打比方",是用某一事物來說明關(guān)于其本質(zhì)不同而又有相似之處的另一事物的一種修辭手法,比喻修辭手法的恰當(dāng)使用可以起到化平淡為生動(dòng),化抽象為具體,化腐朽為神奇的表達(dá)效果。比喻辭格作為第一大修辭格,歷來對(duì)修辭格的研究沒有不把它放在首位的。比喻修辭不僅僅能夠起到語言上的修飾作用,提升表達(dá)的藝術(shù),其中蘊(yùn)含的類比邏輯思維,對(duì)于激發(fā)初中生的想象力、提高初中生的認(rèn)知能力也具有重要意義。本論文研究基于以往對(duì)比喻的定義研究、類型研究以及比喻修辭的教學(xué)研究,在語言學(xué)理論、修辭學(xué)理論、認(rèn)知發(fā)展理論等相關(guān)理論的指導(dǎo)下,采用問卷調(diào)查法和訪談法分別對(duì)北京市M中學(xué)的在職語文教師和學(xué)生圍繞初中生比喻修辭學(xué)習(xí)現(xiàn)狀這一核心問題展開現(xiàn)狀調(diào)查研究;調(diào)查獲得了北京市M中學(xué)初中生比喻修辭基本知識(shí)的掌握情況,比喻修辭學(xué)習(xí)的興趣與態(tài)度,比喻修辭運(yùn)用情況三個(gè)維度的信息資料;隨后,筆者就調(diào)查研究得到的信息資料進(jìn)行梳理與分析,得到了北京市M中學(xué)初中生比喻修辭學(xué)習(xí)的基本情況。調(diào)查結(jié)果顯示,北京市M中學(xué)初中生比喻修辭學(xué)習(xí)現(xiàn)狀不容樂觀,存在著比喻概念不明,比喻類型分辨不清的情況,學(xué)習(xí)興趣和態(tài)度也不甚積極,在比喻的運(yùn)用中也存在不少問題,缺乏在習(xí)作中運(yùn)用比喻的意識(shí),運(yùn)用不準(zhǔn)確等問題也存在于部分學(xué)生的比喻學(xué)習(xí)中。隨著研究的不斷深入,筆者根據(jù)訪談資料對(duì)影響北京市M中學(xué)初中生比喻修辭學(xué)習(xí)的因素做了分析,它們是:相關(guān)綱領(lǐng)性文件及初中生適用參考書的缺失;教師方面的原因之對(duì)比喻修辭教學(xué)不夠重視、比喻修辭教學(xué)程式化缺乏生機(jī);學(xué)生方面的原因之受功利心理的影響,重視比喻修辭的學(xué)習(xí)的工具性忽視其人文性,自覺學(xué)習(xí)意識(shí)差使得知識(shí)的學(xué)習(xí)與運(yùn)用脫節(jié)。隨后,根據(jù)問題產(chǎn)生的原因,筆者分別對(duì)初中語文教師和初中生提出了加強(qiáng)初中生比喻修辭學(xué)習(xí)的相應(yīng)建議。初中階段比喻修辭的學(xué)習(xí)是重要的,同是也是必要的。學(xué)生的比喻修辭學(xué)習(xí)是初中階段語文教學(xué)的重要內(nèi)容,一方面,提高學(xué)生語言文字的應(yīng)用能力,增強(qiáng)學(xué)生對(duì)文學(xué)作品的感受性,提高審美鑒賞能力;另一方面,比喻所蘊(yùn)含的類比邏輯思維,有利于激發(fā)學(xué)生的想象力與學(xué)習(xí)興趣,逐步提升學(xué)生的綜合素養(yǎng),筆者主張初中階段的語文學(xué)習(xí)應(yīng)當(dāng)重視比喻修辭的學(xué)習(xí)。本論文研究的新意就在于是對(duì)初中生比喻修辭學(xué)習(xí)展開的現(xiàn)狀調(diào)查,歷來對(duì)這一方便的研究較少,調(diào)查研究有利于一線初中語文教師,認(rèn)識(shí)到初中生在比喻學(xué)習(xí)中存在的問題,以展開針對(duì)性的教學(xué),同是,能夠引起教師對(duì)比喻修辭教學(xué)的重視,利用比喻所蘊(yùn)含的類比邏輯思維,培養(yǎng)學(xué)生的想象力和創(chuàng)造性,激發(fā)學(xué)生的學(xué)習(xí)興趣。
[Abstract]:Metaphor, commonly known as "analogy," is a rhetorical device used to illustrate another thing that is different in nature and similar in nature. The proper use of figurative rhetoric can turn dull into vivid and abstract to concrete. Figurative figure of speech, as the number one figure of speech, has always been put in the first place in the study of figure of speech. Figurative rhetoric can not only play a linguistic role, but also promote the art of expression. The analogical logical thinking contained therein is also of great significance to stimulate the imagination of junior high school students and improve their cognitive ability. The present study is based on the previous research on the definition of metaphor, the study of types and the study of teaching and learning of metaphorical rhetoric. Guided by the theories of linguistics, rhetoric and cognitive development, Using the method of questionnaire and interview, this paper investigates the present situation of in-service Chinese teachers and students in M Middle School in Beijing, focusing on the core problem of the middle school students' metaphorical rhetoric learning. The investigation obtained the basic knowledge of metaphorical rhetoric of junior middle school students in Beijing, the interest and attitude of metaphorical rhetoric learning, and the information of three dimensions of figurative rhetoric usage. The author combs and analyzes the information obtained from the investigation and research, and obtains the basic situation of metaphorical rhetoric learning of junior middle school students in M middle school in Beijing. The results show that the present situation of metaphorical rhetoric learning of junior middle school students in M middle school in Beijing is not optimistic. There are some problems in the use of metaphor, such as unclear concept of metaphor, unclear classification of figurative types, lack of interest and attitude in learning, and lack of awareness of using metaphors in the exercises. With the deepening of the research, the author makes an analysis of the factors that affect the figurative rhetoric learning of middle school students in M middle school in Beijing. They are: the lack of relevant programmatic documents and applicable reference books for junior high school students; the lack of attention to figurative rhetoric teaching by teachers; the lack of vitality in figurative rhetoric teaching; the influence of utilitarian psychology on the causes of students. Paying attention to the instrumentality of figurative rhetoric and neglecting its humanism, conscious learning consciousness makes the learning and application of knowledge out of touch. Then, according to the causes of the problem, The author puts forward the corresponding suggestions to junior middle school students on how to study figurative rhetoric, which is important in junior middle school. The study of figurative rhetoric is an important part of Chinese teaching in junior middle school. On the one hand, it can improve the students' ability of applying language and characters, enhance students' perception of literary works, and improve their ability of aesthetic appreciation. On the other hand, the analogy logic thought contained in the metaphor is helpful to arouse the students' imagination and interest in learning, and gradually improve the students' comprehensive literacy. The author holds that the study of Chinese in junior middle school should attach importance to the study of figurative rhetoric. The new idea of this paper is to investigate the present situation of the study of figurative rhetoric of junior high school students. The investigation and research is beneficial to the first-line junior middle school Chinese teachers, recognizing the problems existing in the metaphorical learning of junior high school students, so as to carry out targeted teaching, and it can also arouse teachers' attention to the figurative rhetoric teaching. By using analogy logic thinking, students' imagination and creativity should be cultivated and their interest in learning should be aroused.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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