Metaphor in the thinking of teachers: An exploratory study
Metaphor in the thinking of teachers: An exploratory study
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教师思维中的隐喻：一项探索性研究
DOI：
10.1080/0022027860180209
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发表时间：
1986
影响因子：
2.1
通讯作者：
H. Munby
中科院分区：
文献类型：
--
作者：
H. Munby
本文报告了一项正在进行的教师语言隐喻研究的初步工作。本研究本身是在教师思维研究的一般领域展开的，本文首先概述了导致这一特殊研究的背景。研究表明，教师隐喻的研究是研究教师认知的传统和形式主义方法的有力替代。目前的方法采用了这样的观点，即了解教师如何看待他们的世界是很重要的。而且，由于意象经常出现在我们使用的语言中，如果我们要解决教师认为自己面临的实质性问题，解码这些意象就变得很重要。本文第二部分回顾了最近关于隐喻的研究，通过展示隐喻是我们思维的中心，支持了这一观点，这一立场成为本研究的理论基础和理论背景。本文后面的部分回顾了理论和方法问题，并描述了数据集。本文的其余部分主要介绍了对一位教师的言语的分析结果，重点放在一个隐喻比喻上，即“课作为移动对象”，以及它与其他比喻的关系。这些数字如此明显地与教师的专业实践有关，因此目前方法的启发式力量是毋庸置疑的。显然，考察教师话语中的隐喻内容有望洞察教师构建职业世界的不言而喻的方式。
This paper reports some initial work from an ongoing study of metaphor in the language of teachers. The research itself is set in the general area of research on teacher thinking, and the paper begins with a sketch of the background leading to this particular study. Here it is shown that the study of teachers' metaphors is a compelling alternative to conventional and formalistic approaches to the study of teacher cognitions. The present approach adopts the view that it is significant to understand how teachers see their worlds. And, because imagery is often present in the language we use, it becomes important to decode the images if we are to come to terms with the substantive problems that teachers believe themselves to face. Recent work on metaphor, reviewed in the second section of the paper, supports this view by showing how metaphor is central to our thinking, a stance that becomes the rationale and theoretical background to the current study. Later sections of the paper review the theoretical and methodological issues, and describe the data set. The bulk of the remainder of the paper presents the results of the analysis of the speech of a single teacher, focusing on one metaphorical figure,'Lesson as a moving object', and on its relationship to other figures. These figures so clearly bear upon the teacher's professional practice that the heuristic power of the present approach is unmistakable. Evidently, an inspection of the metaphorical content of teachers' speech has promise for penetrating the unstated ways in which a teacher constructs a professional world.