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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)

文学理解和隐喻：对学习者理解诗歌隐喻的过程以及教师塑造这种理解的方式及其产生方式的研究（LiMet）

基本信息

批准号：
283241218
负责人：
Professorin Dr. Irene Pieper
金额：
--
依托单位：
Professur für neueste deutsche Literatur und Didaktik der deutschen Sprache und Literatur
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/283241218?language=en
关键词：
Literary Understanding Metaphor study processes

项目摘要

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.

LiMet是第一个重建学习者理解诗歌隐喻的过程和教师对这种理解的建模方式以及它是如何产生的研究。因此，它解决了两个迫切需要的研究。最近的贡献，在该领域的研究已经解决了文学能力的评估。然而，从文学教育的角度来看，同样有必要关注理解的过程，以便为课程开发和文学能力的发展提供支持。本研究将聚焦于文学理解的一个核心维度--诗歌隐喻的理解。(1)关于学生，将涉及中等教育的两个阶段：六年级和九年级。48名中学和体育馆的学生将参加一项有声思考研究，他们将与三首具有不同隐喻结构的诗歌进行互动。使用内容分析（编码系统，解释性定性内容分析EQUIA）重构学习者与不同理解基础相关的策略。此外，还将针对6至9年级的学生发展以及诗意隐喻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编码系统和EQUIA的优化。(2)与此同时，将与接受调查的学生的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，无论是在选择的诗歌和理解的过程。在这些数据的基础上，教师的实践专业知识和支撑这些知识的信念将被重建。这就涉及到研究中的第二个迫切需要：特定学科专业知识的建模。通过教师对有声思维方案中的小插曲的评价，他们的诊断观点将得到评估。本研究的目的之一是为文学教育中的学科专业知识和信念模式奠定基础。(3)然后，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，其中教师的反应和评价将与有声思维协议相关联，以评估一致性和紧张关系。本研究将为如何培养学生的诗歌隐喻能力提供初步的结论。此外，本研究也为进一步探讨诗歌隐喻在课堂教学中的应用提供了基础。