A study of teachers' metaphors for the improvement of the quality of the integrated curriculum

本研究关注教师隐喻的结构转换，隐喻在课堂情境中对指导教学方案和取得教学成果起着重要作用。其中，意象和隐喻的构形对教学质量的影响尤为重要。因此，研究教学形象的类型和基本表征，包括个体发展的目标和模式，是本研究必不可少的。在过去，八年研究有助于形成跨个体主体目标的所有行为变化的类型学。解决问题、计划和创造力应该被归类为更一般的绩效指标，这表明了学习的本质。教师的智力和想象力配置有助于扩大儿童的发展。芬兰和美国课程的实证研究表明，优秀的教学是由教师自发形成的隐喻结构促成的。我们的结论是，应该检查教师的隐喻结构，以了解个别儿童的成就质量。

This research focuses the structural transformation of the teachers' metaphor which plays a important role in steering the instructional scheme and achievements in the classroom situation. In particular, the image and metaphorical configuration are important for determining the quality of teaching. So it is indispensable for this study to figure the type and basic representation of teaching images, which includes the goals and the model of the individual development.In the past, the Eight-Year Study contributed to the formation of the typology of the all behavioral changes across the goals of individual subject-matters. The problem-solving, planning, and creativity should be categorized into the more general performance indicators which signify the essence of the learning. The intellectual and imaginative configurations of the teachers help enlargement of the children's development.The empirical studies of the curriculum in Finland and the United States have shown the fact that the excellence of teaching is made possible by the teachers' metaphorical structures which are spontaneously developed. We concluded that the teachers' metaphorical structure ought to be examined to understand the quality of the individual child's achievement.