Research On The Application Of Physical Metaphor Teaching In Senior High School

Teaching metaphors exist widely in course texts,teaching theories and practices,explain and describe the language,cognition,thinking patterns and phenomena of another thing through other things.It not only refers to the metaphor with the external form of linguistics displayed in the course text,but also refers to the metaphorical thoughts and methods at the cognitive and thinking levels involved in teaching theory and practice.Specifically,it includes methods such as analogy,metaphor,personification,and symbol used in the course text,teaching theory and practice.In order to explore the application of metaphor further in high school physics teaching,this paper systematically studies the theory,application status and strategies of metaphor teaching by means of literature research,content analysis and questionnaire survey.The specific contents are as follows:Firstly,this paper presents a review of metaphor research.This part mainly elaborates the research status of metaphor at home and abroad,the definition and classification of metaphor-related concepts,the theoretical basis of metaphor teaching,and the meaning of metaphor in high school physics teaching,so as to construct a theoretical system of metaphor teaching.Secondly,this paper shows investigation on the application of teaching metaphor in high school physics teaching.This part mainly takes the teachers engaged in physics of high school in Henan Province as the research objects,and investigates the teachers’ understanding of teaching metaphors and their application status.The results indicate most of teachers still have deficiencies in many aspects of metaphor teaching and need to be strengthened.For example,teachers lack effective teaching strategies when teaching metaphors.what’s more,there exist some difficulties in metaphor teaching,such as some teachers can not clearly realize metaphor distribution in textbooks,and can not overall understand metaphors and different levels of students.Teachers in physics can provide some metaphor teaching suggestions based on actual teaching experience.Then,this paper displays metaphor analysis of physics textbooks of high school.This part mainly uses the text analysis method to analyze the presentation characteristics of metaphors in the four volumes of high school physics textbooks of the New People’s Education Edition.The research finds that there are many metaphors,which mainly belong to abstract knowledge and the source domain particularly focuses on the subject.Besides,metaphors are presented in various ways and texts are expressed in different styles,and scientific metaphors are the most,humanistic metaphors are the least;there are various correspondences between the source domain and the target domain,and the relative positions of the source domain and the target domain are not fixed;What’s more,there is less misunderstanding tips on metaphors in textbooks.On this basis,the following suggestions are put forward for the compilation of metaphors in physical teaching material in high school : the first one is that we should appropriately expand the scope of metaphors in textbooks;the second one is that we can increase the number of humanistic metaphors in textbooks;At last,it is necessary to prompt the misunderstanding of metaphor usage.Finally,this paper develops research on metaphor teaching strategies in physics teaching in high school.Combined with metaphor-related theories and the practice of middle school physics teaching,this paper structures the principles and strategies of metaphor teaching in high school physics.The metaphor teaching principles established are as follows: similarity principle;novelty principle;life principle;finiteness principle.The proposed high school physics metaphor teaching strategies include: using a variety of metaphors to eliminate students’ preconceptions;co-creating metaphors with teachers and students to cultivate metaphorical thinking ability;adopting a variety of representation methods to promote students’ knowledge understanding;making good use of subject metaphors to promote students’ cognition integration development;making full use of scientific historical materials to enrich source materials;choosing appropriate scenes,and pay attention to the limitations of metaphors.Finally,this paper describes the specific application of metaphor teaching through two teaching designs.The use of metaphors in physics teaching can not only promote students’ understanding of physical concepts and laws,cultivate students’ metaphorical thinking ability,but also stimulate students’ interest in learning and creativity,and bridge between science and humanities.It is hoped that this research can help front-line physics teachers have a systematic and comprehensive understanding of metaphor teaching,and provide reference for the application of metaphor in physics teaching practice in high school.