散文阅读对于高中生而言，非常重要且具有一定的挑战性。散文的含蓄性与隐喻的延伸性相契合，隐喻成为散文作品表达情感与主旨的重要方式。已有研究证明，隐喻是影响散文阅读表现的因素之一。但已有的研究关于隐喻能力对中国现代散文的阅读表现有何影响及其影响路径的研究略显不足。本研究基于隐喻理论，探索了隐喻能力对于高中生散文阅读能力的表现机制。
首先，本研究编制了散文阅读表现测量工具，分析了当前学生的散文总体阅读表现和各维度的分项表现（信息提取、推理阐释、评价反思、整体感知），并探讨能力水平不同的高中生在总体阅读表现以及分项阅读表现上的差异。研究发现：高中生在写人叙事散文中的阅读表现总体上优于写景抒情散文，且两者的表现具有显著差异。同时，能力水平不同的学生的总体散文阅读表现和各个维度的表现均存在显著差异。再者，高中生在隐喻识别能力、隐喻理解能力和隐喻创造能力方面均表现出差异性，整体表现相对均衡，但不同水平组学生在隐喻能力上存在差异。
其次，本研究通过构建结构方程模型，探究隐喻能力对于高中生散文阅读表现的影响路径。研究结果发现：隐喻能力水平对于高中生的散文阅读表现具有显著影响，其中，隐喻理解能力对散文阅读的整体感知表现产生了直接显著的影响。同时，阅读策略、阅读兴趣等因素也通过隐喻能力水平这一中介对散文阅读表现产生了正向影响。
基于以上的研究结论，本研究为高中散文阅读教学提出了深化散文阅读中的隐喻思维、重视散文阅读隐喻解读以及培养散文阅读隐喻能力等教学建议。
但本研究还存在不足之处：例如在研究中，样本量需要扩充。另外，隐喻能力的子维度对散文阅读表现的影响机制有待进一步研究等。

The importance and challenges of prose reading for high school students cannot be ignored. The implicit nature of prose is well-aligned with the extensive reach of metaphor, making it a crucial tool for authors to express their emotions and themes. Previous studies have indeed confirmed that metaphor serves as a pivotal factor influencing prose reading performance. However, research on how metaphorical capability specifically impacts the reading performance of Chinese modern prose among high school students, as well as the underlying mechanisms, remains relatively scant. This study, drawing upon metaphor theory, aims to explore the manifestation of metaphorical capability in high school students' prose reading ability.
Firstly, the present study developed a measurement tool for prose reading performance, analyzing current students' overall prose reading performance and their performance across various dimensions (information extraction, inference and interpretation, evaluation and reflection, overall perception). Differences in overall and sub-dimensional reading performance among high school students with varying ability levels were also examined. The findings reveal that high school students generally perform better in reading narrative prose featuring characters than in reading descriptive and lyrical prose, with significant differences between the two. Additionally, notable differences exist in both overall and sub-dimensional prose reading performance among students with different ability levels. Furthermore, disparities in metaphor recognition, comprehension, and creativity are observed among high school students, with an overall balanced performance but varying degrees of metaphorical capability across different ability groups.
Secondly, this study utilized structural equation modeling to investigate the impact path of metaphorical capability on high school students' prose reading performance. The results indicate that the level of metaphorical capability significantly influences high school students' prose reading performance. Notably, metaphorical comprehension has a direct and significant impact on the overall perception of prose reading. Simultaneously, factors such as reading strategies and interests exert a positive influence on prose reading performance through the mediating role of metaphorical capability.
Based on these findings, this study offers recommendations for high school prose reading instruction, including deepening metaphorical thinking in the reading of prose, emphasizing the interpretation of metaphorical meanings, and cultivating students' metaphorical capabilities in prose reading.
However, this study still has some limitations. For instance, the sample size needs to be expanded for more comprehensive analysis. Additionally, further research could delve deeper into the impact mechanisms of specific sub-dimensions of metaphorical capability on prose reading performance.