摘要
我国当前的公共知识领域仍然普遍地持有狭义的隐喻概念,将隐喻视为一种修辞现象。在隐喻认知思潮的背景下,越来越多的研究者开始持有广义的隐喻概念,将隐喻视为一种认知现象。隐喻的认知观主张,隐喻的本质在于认知,隐喻建构了大部分概念系统,新颖隐喻提供了认识事物的新视角。作为人类认知的基本方式,隐喻广泛地存在于教育理论和实践中。隐喻在教育研究、教师教育和中小学教学中都可以发挥重要的认知功能。
Nowadays, the field of Chinese public knowledge still generally holds a narrow notion of metaphor, seeing metaphor as a rhetorical phenomenon. In the context of ideological trend of cognitive metaphor, an increasing number of researchers begin to hold a broad notion of metaphor, seeing metaphor as a cognitive phenomenon. The cognitive view of metaphor argues that the essence of metaphor is cogni tion; metaphor constructs most of the conceptual systems; and novel metaphor provides a new perspective for understanding things. As a basic way of human cognition, metaphor extensively exists in educational theory and practice. Metaphor can play important cognitive functions in educational research, teacher education and primary and secondary school teaching.
出处
《教育学报》
CSSCI
北大核心
2015年第1期21-27,共7页
Journal of Educational Studies
基金
全国教育科学规划2014年度教育部青年课题"教育学视野中的隐喻研究"(EAA140343)研究成果之一
关键词
隐喻
认知
教育研究
教师教育
教学
metaphor
cognition
educational research
teacher education
teaching
