A Research On The Role Of Aesthetic Experience Of Concept Metaphor Understanding To The Scientific Concept Understanding

For a long time, philosophical and linguistics research on metaphor was just regarded it as a way of rhetoric. In 1980s, many researchers dealt it as a way of cognitive style. The different branches of psychology, including cognitive psychology, learning psychology, positive psychology research involved metaphor. Research of cognitive psychology trended to focus on the psychological mechanisms of metaphorical sentences, and have not enough concentrated on the relationship of aesthetic experience and cognition; However, some brain activity cognitive neuroscience studies on metaphorical sentence understanding have shown that it may stimulate the brain region concerning emotional response, which is due to the different novelty and image of metaphorical sentences, and researchers stressed that different novelty is a important factor to arouse the aesthetic experience, which is due to the different novelty of metaphorical sentences, and researchers stressed that different novelty is a important factor to arouse the aesthetic experience. Cognitive neuroscience researches have supplied some evidence for the existence of aesthetic experience in the understanding of the metaphorical sentences. With the development of learning psychology and education , researchers aware learning is not only "to construct a highly general and regular system", but also "to accomplish a high-quality and large-span migration", and need correspond the essence of thing with the phenomenon, so researchers paid more and more attention on metaphorical cognition. Some researchers have referred to the aesthetic experience in metaphorical cognition, but they lacked empirical research. Since the 1980s, in positive psychology studies on the relationship between positive feelings and cognition have been more and more popular. At that time, western psychologist trended to probe the affection that positive emotion such as feeling of happiness, fluency put on the cognition, however Chinese psychologist begun to aware the relationship between the aesthetic experience and cognition . Liu Zhaoji put forward the subject concept of "psychology of aesthetic education", aesthetics issues has formally became one part of psychology. In psychology of aesthetic education, aesthetic experience is the characteristics of aesthetic education, the most important and urgent problem is to find methods to improve the ability of aesthetic experience and confirm the relationship between cognition and emotion. Intertwined the key problem of psychology of aesthetic education, based on the other empirical studies, accommodated the idea that the subject should be integrated in the concept level this research selected scientific concept understanding as a viewpoint, took concept metaphor understanding as guidable strategy, and assumed in the process of concept metaphor understanding students would experience the aesthetic emotion ,aesthetic experience would improve scientific concept understanding. The theoretic meaning of this research is that it will supply research model and reference conclusion to solve the key problem of psychology of aesthetic education; the practical meaning is to apply it into education and supply aestheticalization instruction with theoretic evidence.The cognitive mode that subjects hide the target scientific concept A in the vivid source concept A',via A' to understand the essence of A is called conceptual metaphor. (grasping the essential character of the target object is one kind of metaphor). Conceptual metaphor. is one kind cognitive activity with aesthetic experience. In this research, aesthetic experience is that subjects indicate sensitive, particular, curious, enterprising, joy psychological states when they cognize the objects with intention. and observe meaningful format.The paper has three parts:Section one (Chapter 1 - Chapter 7), including literature review, issues, and the exploratory factor analysis and confirmatory factor analysis for metaphor and the aesthetic experience, achieving the definition, structure and testing of these concepts, correlated analysis for aesthetic experience and conceptual metaphor ,developing the past research.Section Two: (Chapter 8-Chapter13) researches on experimental designing, participants choosing, experimental materials collection and measure tool study. On the base of Section One, this part further affirms researching problems and experimental quantitative difficulties. The past researching used aesthetic glossary or rank evaluating method to investigate aesthetic experience, but this research uses both aesthetic glossaries, including aesthetic style, aesthetic emotion, aesthetic richness, but also the ending joy emotion five-square self-report scale, and uses the Self-Made Questionnaire of the Aesthetic Experience in the Process of Scientific Concept Learning, takes the reference to appendix two of Self-Made Aesthetic Experience Questionnaire. Sixteen items related with scientific aesthetic experience are drew out from eight aesthetic experience elements. Combining with the three concepts in this research, sixteen items will be drew out to be revised to form the questionnaire, please see pp155-156Section Three: (Chapter 14-Chapter 15) on the hypothesis of whether aesthetic experience can be produced during the process of children's concept metaphor understanding, whether aesthetic experience can promote abstract concept understanding, laying-out two experiments, all researches are using scientific concepts, which are power, limit and rhythm.The whole research validates the related hypothesis, involving six researches:(1) The three concepts of children's natural development offers the bases of choosing subjects on the age of 11-14 years old, and offers frame of reference to obtain the experimental conclusion.(2) the pre-concept research for 11 to 14-year-old children on three concepts: the force, the limit, the rhythm.(3) The concept metaphor sentences collecting of power, limit, rhythm, and psychological dimension researches on the concept metaphor sentences of the children on the age of 11-14 years old.(4) As one of the aesthetic experience testing tools—aesthetic glossary workout. (5)Experiment one: in the process of concept metaphor understanding, the role ofaesthetic experience in the pre-concept transformation of children on the age of 11-14 years old.(6) Experiment two: in the process of the concept metaphor understanding that includes concept metaphor sentence understanding, concept schema understanding, autotype understanding, and the role of aesthetic experience in the scientific concept understanding of children on the age of 11-14 years old.Conclusions all in all are as follows:Concept metaphor understanding has striking positive relation with aesthetic experience;Comparison to controlling group, concept metaphor understanding has striking;Score of concept metaphor understanding and aesthetic experience have interaction with children's scientific concept understanding. Aesthetic experience is the media in bridging metaphor understanding and scientific concept understanding. Aesthetic experience has positive role to cognition.The main conclusion of different sub-researches is as follows:In the conceptual metaphor understanding, joy psychological states, the positive or negative aesthetic emotions have interaction with the pre-concept transformation of students, but much striking role to children's experience.Primary effect of age is significant to children's scientific concept understanding. After the instruction induction, children's pre-concept transformation, the preciseness of conception scientific concept and aesthetic experience has expecting role to achievement of children's scientific concept understanding, Comparing with it, the pre-concept transformation and the preciseness of scientific conception of children have much positive predictive role.Conceptual metaphor understanding, aesthetic experience has interaction with children's scientific understanding. The concrete expression of aesthetic experience role to understand scientific concept are as follows:The higher the feeling of joy, the better the achievement of scientific concept understanding; on the aspect of richness of aesthetic appreciation, only to some degree (each concept expressing within three to six aesthetic words on the average) has positive role to children's scientific understanding.The interaction of instruction induction strategies with aesthetic richness are as follows: to each concept, participants can use 2-4 aesthetic words to express their own feeling, instruction induction strategies have significant difference to children's scientific concept understanding, conceptual metaphor instruction induction effects is the best, and autotype illumination instruction induction ranks the second, and the third is concept schema understanding;Only under the concept schema instruction induction, aesthetic style has some difference, and has significant difference to children's scientific concept understanding. And inspiring and illumination participants to experience elegancy, positive role to understanding scientific concepts, while under the other two strategies, aesthetic style is not much significant.The two experiments prove that aesthetic experience is a media between the conceptual metaphor understanding and scientific concept understanding, exploring elements' relationship and mode including aesthetic feeling, aesthetic experience, and cognition etc.The value of this research is that classifying metaphor and conceptual metaphor, which promote us to re-understanding the role of metaphor, and the discussion on the structure of conceptual metaphor can offer some reference index to the quantification of conceptual metaphor cognition; the theory discussion on aesthetic experience can offer some reference to aesthetic cognition theory construction in aesthetic psychology and aesthetic itself and also to the further research of aesthetic feeling in positive psychology; And the innovative points of this research are as follows: firstly analyzing the implicit structure of conceptual metaphor and aesthetic experience; classifying the difference of conceptual metaphor and metaphor, and of aesthetic experience and aesthetic feeling, re-understanding the role of conceptual metaphor, and proving that conceptual metaphor cognition can promote subjects to understand the nature of aesthetic understanding, and conceptual metaphor instruction induction strategy is an effective teaching strategy.