摘要
本文分析2003年全国高考语文试题为“遗传”下定义的答题思路,据此探讨主体认知世界的两种路径概念认知和修辞认知,前者概念化地锁定对象,后者审美化地展开对象。我们认为,语言教育应该面对一个事实当认知主体进入贴近生命的交谈时,僵硬的概念每每被鲜活的修辞话语所替代。因为人是语言的动物,更是修辞的动物。
This paper analyzes the answer for reference to a question in the test of Chinese in College Entrance Examination 2003 which requires the examinees to define heredity, with a view to exploring two pathways the speaker might take to cognize the world： conceptual cognition and rhetor- ical cognition. The former encapsules the subject conceptually while the latter displays the subject aesthetically. It is argued in this paper that language education should face a hard fact, that is, when the speaker is engaged in life talk, rigid notions are likely to be substituted by vivid rhetorical discourse because human beings are not only language animals but also rhetorical animals.
出处
《语言教学与研究》
CSSCI
北大核心
2005年第5期49-54,共6页
Language Teaching and Linguistic Studies
