A Study On The Teaching Of Metaphoric Interpretation Of Chinese Prose From The Perspective Of Metaphor Cognition In The First Year Of Mongolian Junior High School

The " metaphor craze" raised abroad has brought our understanding of metaphor from the rhetoric perspective into the field of cognitive science.Aristotle in ancient Greece regarded metaphor as a common rhetorical device,while Lakoff and Johnson's Metaphors We Rely on for Our Existence regarded metaphor as a basic cognitive method.The introduction of the research results of metaphor abroad has made our country carry out a wider range of researches on metaphor.The metaphor in This paper does not only regard the metaphor as a rhetorical way but also a cognitive way of thinking,which introduces metaphor into the teaching of Chinese prose in the first year of the Mongolian junior high school to reveal and summarize the problems existing in the teaching of metaphors in prose.Although many scholars have carried out in-depth research on metaphors from a cognitive perspective at present,few of them have integrated with Chinese language teaching for ethnic minorities in China.What's more,there are even few articles that analyze the cognitive situation of metaphors when Mongolian students are learning Chinese prose.This paper uses the methods of literature review,investigation and research,quantitative analysis and qualitative analysis to study theteaching of metaphor interpretation of Chinese prose from the perspective of metaphor cognition in the first year of the Mongolian junior high school.First of all,this paper explained the relationship among metaphor,metaphor cognition theory and the teaching of metaphor interpretation in prose,and then explains the feasibility of interpreting metaphor in prose among students of grade one in junior high school.Secondly,through the questionnaire survey of the students in the first year of the Mongolian junior school,this paper reveals the students' cognition and puts forward the problems existing in the students and teachers.Students: Lack of understanding and interest in learning;Simple understanding,weak metaphorical thinking;Simplicity of prose interpretation and learning methods.Teachers: ignoring metaphors and paying insufficient attention to them;Simplicity of interpreting prose and teaching method;Lack of ideas and weak reading ability.Then,this paper elaborates the significance and value of metaphor interpretation teaching of Chinese prose from the perspective of metaphor cognition in the first year of Mongolian junior school.Concept mapping can realize deep understanding and appreciation of works.The principle of self-negotiation can achieve the individualized interpretation of respecting students.The principle of similarity can enrich students' experience world.Constructing schemata can improve the interest of classroom teaching.Finally,the paper puts forward corresponding countermeasures to the problems existing in themetaphorical understanding and interpretation of the Chinese prose in the first year of the Mongolian junior high school.Firstly,understanding metaphors and increasing interest in learning.Secondly,deepening understanding and cultivating students' metaphorical thinking.Thirdly,interpreting metaphors and enriching their learning methods.Fourthly,attaching importance to metaphor and making it running through the teaching process.Metaphor is the embodiment of " beauty" in prose language.The teaching of metaphor interpretation not only follows the teaching philosophy that students are the main body and teachers are the leading ones,but also helps cultivate students' metaphorical thinking and improve their ability of reading comprehension.