Metaphor Cognition And Its Educational Application In Children Aged From 3 To 6

The metaphor cognition and its education application are crucial to the children development aged from 3 to 6. However, this subject has not received enough concentration and studying. With the combination of materials and methods from cognitive linguistics, child paedeutics, child psychology, child logic, child literature and child art, this dissertation makes a research on this topic, uncovers the features of metaphor cognition in children through experiments and proposes the route diagram for children education application.The dissertation consists of three parts:As the first part, Chapter 2 makes a systematic brief of the studying on the issue of metaphor especially the child metaphor studying at home and abroad, which also clarity the achievements we can use for reference and the improvements we can make.Chapter 3 and Chapter 4 are the second part, which mainly include the experimental studyings. Chapter 3 uses the behavioural experiment and eye movement experiment to study the features and the rules of metaphor cognition in children aged from 3 to 6. Chapter 4 uses group interview to study the generation of emotion metaphor in children aged from 3 to 6 and analyses the conceptual grids of two types of emotion metaphors, that is, HAPPY and ANGRY. Based on the results, the dynamic interaction between multi-modal metaphor representation and metaphor generation is derived and depicted.Chapter 5 and Chapter 6 are the third part, which focus on the studying of educational application. Chapter 5 studies the relation between the conceptualization of emotion picture books and the child emotion education. We particularly cite 7 picture books about ANGRY, analyse their conceptual metaphors, dissect their educational functions on how to regulate emotion comprehension and emotion adjustment in children. And then we use the logical mechanism to illustrate the phenomenon. Chapter 6 pays close attention to two aspects:the conceptualization of abstract inference patterns best represented by abductive reasoning and the relation between the metaphorisation of the designing of games and toys and thinking education. In this chapter, we cite several cases and analyse the metaphorisation route of the abductive reasoning as well as the designing of games and toys. We further explore the shaping role of the metaphorisation to children’s perception and behavior to exert the function of thinking education.Chapter 7 gathers the studying results, makes a conclusion to the creativities of this dissertation and prospects the future studying.