教育的隱喻理解及其對(duì)教育實(shí)踐的影響

畢業(yè)論文

Metaphorical Understanding of Education and Its Effects on Educational programs

Abstract

Metaphors have been described as a central tool of our cognitive apparatus.  The role of metaphor in language has been a focus of considerable interest and it has received much attention within applied linguistics since the pioneering work of American linguist George Lakoff and British philosopher Mark Johnson, Metaphors We Live By, published in 1980. It claims that metaphor is not just a matter of language, but ability of cognition, a stable way of thought and knowledge construction. Depending on the achievement of metaphor study in applied cognitive linguistics, this thesis attempts to do some experimental study in the field of education ,that is, make use of the theory to analyse metaphorical features of language in and of education and the effects on educational programs. This thesis obtains metaphorical understanding and analysis of education language by applying the cognitive mechanism of metaphor such as mapping and integration, thus reflecting various understandings of education in different cultures. This thesis dicusses an advanced education concept to eliminate the disadvantage in our education and perfect education system serving our socialist culture and spiritual civilization better .

Key Words: congnitive approach; metaphor; metaphor in/of education; education concept; educational program

摘  要

隱喻已經(jīng)成為了我們認(rèn)知的重要工具，對(duì)于我們了解語(yǔ)言、思維和會(huì)話的構(gòu)建非常重要。自當(dāng)代美國(guó)認(rèn)知語(yǔ)言學(xué)派生成語(yǔ)義學(xué)家喬治•萊柯夫與英國(guó)哲學(xué)家馬克•約翰遜于1980年聯(lián)手推出的開山之作《我們賴以生存的隱喻》，隱喻已經(jīng)成為了關(guān)注的焦點(diǎn)，特別是在應(yīng)用語(yǔ)言學(xué)領(lǐng)域引起了較大關(guān)注。著作認(rèn)為:隱喻不僅是語(yǔ)言的問題,更是人們的1種認(rèn)知能力,是人們思維的1種定勢(shì)和知識(shí)構(gòu)建的1種途徑,它表現(xiàn)于概念隱喻和隱喻概念。本文依據(jù)前人的認(rèn)知隱喻學(xué)研究成果，試圖在教育領(lǐng)域做1些嘗試性研究，即運(yùn)用認(rèn)知語(yǔ)言學(xué)隱喻理論分析教育相關(guān)領(lǐng)域語(yǔ)言的隱喻性特征及其對(duì)教育實(shí)踐的影響。以關(guān)于教育的隱喻作為語(yǔ)料，運(yùn)用認(rèn)知隱喻機(jī)制中的投射和整合理論對(duì)教育語(yǔ)言進(jìn)行隱喻性理解和分析，揭示教育的隱喻本質(zhì)及其反映的不同教育理念�？偨Y(jié)出中外教育隱喻所反映的不同社會(huì)教育文化背景和教育理念及其在教育體系建構(gòu)中的實(shí)踐意義,反思并完善中國(guó)現(xiàn)行的教育理念和體制以期能夠更好地為社會(huì)主義精神文明建設(shè)服務(wù)。

關(guān)鍵詞：認(rèn)知學(xué)角度、隱喻、教育隱喻、教育理念、教育實(shí)踐

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