Emotional metaphors for an inclusive classroom climate

Pablo Herranz-Hernández, José-Luis Fernández-Hernández, Laura Segovia-Torres
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Abstract

In this paper, after examining several studies that link emotional competencies with classroom climate, we proceed to review several studies that highlight the role of metaphors in this regard. First, metaphors and their relationship with an inclusive classroom climate that favors emotional well-being are reviewed, followed by embodied metaphors. Finally, the implications of the use of metaphor as an educational tool to promote an inclusive and emotionally positive classroom climate are discussed, both in teacher training and with regard to students.
营造全纳课堂氛围的情感隐喻
在本文中,我们在考察了几项将情感能力与课堂气氛联系起来的研究之后,接着回顾了几项强调隐喻在这方面作用的研究。首先,我们回顾了隐喻及其与有利于情感健康的全纳课堂氛围之间的关系,然后是具象隐喻。最后,我们讨论了将隐喻作为一种教育工具,在教师培训和学生方面促进全纳和积极情感课堂氛围的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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