Literary Understanding and Metaphor: a study of the processes used by learners to understand poetic metaphor and of the ways in which teachers model such understanding and how it comes about (LiMet)

LIMET是第一个重建学习者理解诗意隐喻的过程以及教师如何塑造这种理解及其产生的方法的研究。因此，它解决了研究中的两个迫切需要。最近对该领域研究的贡献涉及到文学能力的评估。然而，从文学教育的角度来看，同样有必要关注理解的过程，以获得基于经验的起点，为课程发展和文学能力的发展提供支持。本研究将关注文学理解的一个核心维度--诗歌隐喻的理解。(1)在学习者方面，我们将讨论中学阶段的两个阶段：六年级和九年级。48名中学和体育馆的学生将参与一项有声思考的学习，他们将参与三首具有不同隐喻结构的诗歌。学习者对于不同理解方式的策略将通过内容分析(编码系统、显性定性内容分析等式)进行重构。此外，还将针对6-9年级学生的发展以及诗意隐喻所带来的文本挑战提出假设。在方法上，这项研究的结果之一将是优化编码系统和均衡器。(2)同时，将对被调查学生的16名教师进行以问题为中心的访谈。在这里，重点将探讨教师如何在课堂上处理诗歌隐喻，包括选择的诗歌和理解过程。在这些数据的基础上，将重建教师的实践专业知识和支撑这些知识的信念。这与研究中的第二个愿望相关联：建立特定学科的专业知识模型。通过教师对来自有声思考协议的小插曲的评估，他们的诊断观点将被评估。这部分研究的目的之一是为文学教育中特定学科的专业知识和信念模式奠定基础。(3)从与学习者和教师的工作中获得的结果将形成进一步解释步骤的背景，在这一步骤中，教师的反应和评估将与有声思维协议相关联，以评估一致性和紧张性。这项研究将有可能就如何培养具有诗意隐喻的文学能力的发展得出初步结论。此外，本研究还将为进一步研究诗意隐喻的课堂参与提供依据。

LiMet is the first study to reconstruct both the processes used by learners to understand poetic metaphor and the ways in which teachers model such understanding and how it comes about. It thus addresses two urgent desiderata in the research.Recent contributions to research in the field have addressed the assessment of literary competence. However, from the perspective of literature education it is just as necessary to focus on the processes of understanding in order to gain empirically-based starting points for lesson development and for the support of the development of literary competences. This study will focus on a core dimension of literary understanding, the understanding of poetic metaphor.(1) With regard to learners, two stages of secondary education will be addressed: grades 6 and 9. 48 students of Middle School and Gymnasium will take part in a think-aloud-study in which they will engage with three poems with differing metaphorical structures. The learners' strategies in relation to different niveaux of understanding will be reconstructed using content analysis (coding-system, explicative qualitative content analysis EQUIA). In addition, hypotheses will be formulated with regard to student development between grade 6 and 9 and with regard to the textual challenges presented by poetic metaphors. Methodologically, one result of this study will be the optimisation of the coding system and the EQUIA.(2) Concurrently, problem-centred interviews will be carried out with the sixteen teachers of the students surveyed. Here, the focus will be on exploring how teachers deal with poetic metaphor in class, with regard both to the poems selected and to processes of understanding. On the basis of these data the teachers' practical professional knowledge and the beliefs which underlie this knowledge will be reconstructed. This engages with a second desideratum in research: the modelling of subject-specific professional knowledge. Through the teachers' evaluation of vignettes from the think-aloud-protocols their diagnostic perspectives will be assessed. One aim of this part of the study is to create the basis for a model of subject-specific professional knowledge and beliefs in literature education. (3) The results attained from the work with learners and teachers will then form the context for a further interpretative step, in which the teachers' responses and evaluations will be related to the think-aloud-protocols in order to assess congruence and tensions. This study will make it possible to draw first conclusions as to how the development of literary competences with poetic metaphor can be fostered. Furthermore, it will offer a basis for the further investigation of classroom engagement with poetic metaphor.