| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 意象图式作为认知研究的一部门，在认知说话学概念域的映照中起侧重要的感化。意象图式对认知学说话学中的一词多义景象，语义转换、语法化及隐喻构建等成绩供给了新的实际参考。意象图式研究潜力很年夜，当今学者们多基于英语文献停止研究。而运用意象图式对汉语文献停止的研究较少。《年夜学章句》是朱熹对原著《礼记·年夜学》修正的一部著作，历来遭到学界的看重和研究。经由过程中国知网和藏书楼材料，我们发明今朝中国粹界仍重要从训诂、哲学、政治，教导、品德伦理等角度停止研究，而跨学科研究和运用认知说话学视角研究的学者较少。本文测验考试运用MarkJohnson和GeorgeLakoff(1987)认知隐喻实际中的意象图式实际来剖析朱熹《四书章句集注》中《年夜学章句》的品德说话，旨在论述意象图式在《年夜学章句》的品德说话中对隐喻和意义建构的主要感化。本文归结总结出《年夜学章句》的品德说话储藏的实体隐喻如美德是一种事物，人是一种事物，情绪是一种事物，国度是家庭等。经由过程容器图式，途径图式，力气图式，接洽图式等多种意象图式，这些实体隐喻的意义得以更好的建构和诠释。经由过程对《年夜学章句》中隐喻和意象图式的商量，本文不只仅是扩大认知说话学实际研究走入中国经典文学的一种测验考试，德语论文网站，也是更好熟悉中国传统文明特殊是前人奇特认知形式的一种测验考试。某种水平上，对于更好的传承优良的传统品德伦理思惟特殊是自我教养和自我抑制方面，本文具有必定的实际意义和实际意义。 Abstract: Image schema, as a part of cognitive research, plays an important role in the field of cognitive speech learning. Image schema provides a new reference for the study of the word meaning, semantic transformation, grammatical metaphor and the construction of metaphor in cognitive science. The potential of image schema is very great, and the scholars of today are based on the research of the English literature. And the application of image schema to the Chinese literature is less discussion. The eve of the philological study of Zhu Xi on the original "book of rites, the eve of the" correction of a work has always been the academic value and research. Through the process of CNKI and library materials. We find that pure community in current China is still an important from exegetical studies, philosophy, political teaching, moral ethics angle of research, and interdisciplinary research and application of cognitive learning to speak less scholars research angle of view. This paper tests the test application MarkJohnson and proposed by George Lakoff (1987) cognitive metaphor actual image schema actual analysis of Zhu Xi's Sishu Zhangju Jizhu the college chapters "character speak, to discuss image schema in the eve of the philological study" moral talk of metaphor and meaning construction of main effect. This article summarized summed up the character of the eve of the philological study "speech storage entity metaphor such as virtue is a kind of things, is a kind of things, the mood is a kind of things, the country is family. Through the process of the container schema, the way schema, the strength schema, the contact schema and other image schema, the meaning of the metaphor of these entities can be better constructed and interpreted. Through the discuss on the eve of the philological study of metaphor and image schema, this paper is not only to expand the cognitive learning to speak practical research into the Chinese classical literature of a test, but also a better understanding of Chinese traditional culture especially previous peculiar cognitive forms of a test. In a certain level, it is necessary to have practical significance and practical significance in the aspects of traditional moral and ethical thoughts, especially in self - education and self - suppression. 目录: ABSTRACT 4-5 摘要 6-7 Contents 7-9 Figures 9-10 Tables 10-11 1.Introduction 11-15 1.1 Research Motivation 11-12 1.2 Research Objectives 12-13 1.3 Research Method 13-14 1.4 General Framework 14-15 2.Literature Review 15-33 2.1 Studies on The Great Learning 15-25 2.1.1 Studies Made at Home 15-24 2.1.1.1 Research Content of The Great Learning 15-21 2.1.1.2 Studies across Disciplines 21-24 2.1.2 Studies Done Abroad 24-25 2.2 Moral Language 25-30 2.2.1 Background of Meta-ethics 25 2.2.2 Moral, Ethical and Moral Language 25-28 2.2.3 Definition of Moral language 28-30 2.3 The Great Learningand Its Main Content 30-33 3.Theoretical Framework 33-47 3.1 Image Schema 33-39 3.1.1 Image, Schema and Image Schema 33-36 3.1.2 Properties and Functions of Image Schema 36-37 3.1.3 Philosophical Base of Image Schema 37-39 3.2 Classifications of Image Schema 39-44 3.2.1 Container Schema 39-40 3.2.2 Path Schema 40-41 3.2.3 Force Schema 41-43 3.2.4 Link Schema 43-44 3.3 Image Schema-Cognitive Basis for Metaphor 44-45 3.4 The Image Schema Theory and the Moral Language in The Great Learning 45-47 4.An Image Schematic Analysis of the Moral Language in The Great Learning 47-73 4.1 Container Schema 47-51 4.2 Path Schema 51-55 4.3 Force Schema 55-64 4.3.1 Compulsion Schema 55-57 4.3.2 Blockage Schema 57-60 4.3.3 Restraint Removal Schema 60-64 4.4 Mixed Image Schemas 64-68 4.4.1 The Part-Whole Schema 65-68 4.4.2 Container Schema and Balance Schema 68 4.4.3 Links Schema and Other Schemas 68 4.5 The Ancient Chinese Thought in The Great Learning 68-73 5.Conclusion 73-75 5.1 Major Findings 73-74 5.2 Outlook 74-75 Bibliography 75-81 Appendix 81-87 THE GREAT LEARNING 87-95 Acknowledgements 95-97 Publication 97 |
