摘要：AbstractOur interest was focused on assessing the results of using metaphor as a teaching- assessing method centred on students’ learning effectiveness. A sample of 139 subjects’ results has been done. Findings of this study include: (a) the features of a defined studying situation model emerged; this model highlights the possibility to design effective studying situations that prove the potential of determining learning contexts able to stimulate an effective learning experience for each student as an individual implying the specifically shaped learning style: committed learning style (b) metaphor is proved as an effective didactic methods accepted and fructified by students.
