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认知语言学从“认知”这样一个全新的视角来解析语言,为文本分析提供了新的途径。但由于多方面的原因,认知语言学理论很少应用到中学语文教学中。事实上,认知语言学与中学语文教学的关系是很密切的。中学语文教材中选用了大量的文学作品,对文学作品的阐释离不开对语言的解析,而语言的产生及运用都是一个认知的过程。教师懂得一些认知语言学知识,能更好地理解教材文本。下面我们举两个例子来说明。
Cognitive linguistics parses the language from a completely new perspective of “cognition ”, providing a new approach to textual analysis. However, due to many reasons, the theory of cognitive linguistics is rarely applied to Chinese teaching in middle schools. In fact, the relationship between cognitive linguistics and middle school Chinese teaching is very close. A large number of literary works are selected from the textbooks of middle school, and the interpretation of the literary works can not be separated from the analysis of the language. The generation and application of language are all cognitive processes. Teachers know some cognitive linguistics knowledge, to better understand the text of the textbook. Here we give two examples to illustrate.