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歌隐喻的过程和教师塑造这种理解的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。最近对该领域研究的贡献涉及文学能力的评估。然而，从文学教育的角度来看，同样有必要关注理解的过程，以获得基于经验的课程发展起点，并为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，即对诗歌隐喻的理解。(1)对于学习者来说，中学教育的两个阶段：六年级和九年级。48名中学生将参加一项大声思考的研究，他们将参与三首具有不同隐喻结构的诗歌。使用内容分析（编码系统、说明性定性内容分析EQUIA）重建学习者与不同理解方式相关的策略。此外，还将对六年级至九年级学生的发展以及诗歌隐喻所带来的文本挑战提出假设。在方法上，本研究的一个结果将是编码系统和EQUIA的优化。(2)同时对被调查学生的16位教师进行以问题为中心的访谈。在这里，重点将是探讨教师如何在课堂上处理诗歌隐喻，既考虑到诗歌的选择和理解过程。在这些数据的基础上，重构教师的实践性专业知识及其信念。这与研究中的第二个愿望有关：特定学科专业知识的建模。通过教师对“大声思考”方案中的小片段的评价，评估他们的诊断观点。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大声思考协议相关联，以评估一致性和紧张性。本研究将为如何培养诗歌隐喻的文学能力提供初步的结论。并为进一步研究诗歌隐喻的课堂参与提供了依据。

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.