教育的隱喻理解及其對教育實踐的影響

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)成為了我們認知的重要工具，對于我們了解語言、思維和會話的構(gòu)建非常重要。自當代美國認知語言學派生成語義學家喬治•萊柯夫與英國哲學家馬克•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，特別是在應(yīng)用語言學領(lǐng)域引起了較大關(guān)注。著作認為:隱喻不僅是語言的問題,更是人們的1種認知能力,是人們思維的1種定勢和知識構(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)前人的認知隱喻學研究成果，試圖在教育領(lǐng)域做1些嘗試性研究，即運用認知語言學隱喻理論分析教育相關(guān)領(lǐng)域語言的隱喻性特征及其對教育實踐的影響。以關(guān)于教育的隱喻作為語料，運用認知隱喻機制中的投射和整合理論對教育語言進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。總結(jié)出中外教育隱喻所反映的不同社會教育文化背景和教育理念及其在教育體系建構(gòu)中的實踐意義,反思并完善中國現(xiàn)行的教育理念和體制以期能夠更好地為社會主義精神文明建設(shè)服務(wù)。

關(guān)鍵詞：認知學角度、隱喻、教育隱喻、教育理念、教育實踐

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