Research On Self-metaphor Characteristics And Implicit Emotional Attitude Of Primary And Secondary School Teachers

Metaphor is a cognitive approach.It is the focus of a researcher's attention in recent years to project a semantic domain concept into another semantic domain to help people better understand the original concept.This study adopts an empirical research method to conduct a preliminary investigation and study on the psychological structure of self-metaphors of teachers in primary and secondary schools,the cognition of teachers' self-metaphors,and their implicit emotional attitudes.Through the elementary research on primary and secondary school teachers' self-metaphors,and help them to better understand their own educational concepts and values,and ultimately improve the overall quality of the group.In this study,questionnaire survey and experimental method were used to complete the research,which included four parts.In the first part,self-metaphor questionnaires for primary and secondary school teachers were constructed to explore the psychological structure of self-metaphors for primary and middle school teachers.In the second part,the author used the self-made “Primary and Secondary School Teachers' Self-Metaphor Questionnaire” to obtain the basic characteristics of teachers' self-metaphors.The third part uses experimental methods to reveal primary and secondary school teachers' cognition of their self-metaphors,including two experiments: In the first experiment,metaphorical words are used above and below the cartoon character to explore the verticality of conscious teacher metaphors spatial effects;The second experiment used the experimental design of 2(appreciative metaphorical words,derogatory metaphorical words)× 2(above the vertical space,below the vertical space)to see the vertical spatial effects of unconscious teacher metaphors.The fourth part used the experimental methods.The experimental used the experimental design of 2(admirable metaphorical words,deprecatory metaphorical words)× 2(positive emotional words,negative emotional words)to explores implicit emotional attitude in self-metaphors of primary and secondary school teachers.Based on the above four studies,the following conclusions are drawn:(1)The psychological structure of psychological structure of primary and secondary school teachers' self-metaphor includes four dimensions,which are hardship guidance,self-cultivation and connotation,dedication and creation,care and love.The measurement index of self-made "self-metaphor questionnaire for teachers in primary and secondary schools" is acceptable,which can be a useful measurement.(2)According to the survey,the data revealed that primary and secondary school teachers' scores on self-metaphorical were in the middle level,and the characteristics of primary and secondary school teachers' self-metaphors were significant different under different demographic variables.(3)In the self-cognitive framework of teachers in primary and secondary schools,the subjects tend to think that the appreciation is the top and the reprimand is not necessarily the bottom.(4)There are implicit emotional attitudes among primary and secondary school teachers.When self-metaphors are admirable,they are prone to positive emotional attitudes;and self-metaphors are derogatory,they tend to have negative emotional attitudes.