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篇名 |
隐喻的认知功能及其教育学意蕴
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並列篇名 | Cognitive Function of Metaphor and Its Pedagogical Implication |
作者 | 高维 |
中文摘要 | 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。 |
英文摘要 | Nowadays, the Held 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 cognition ;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 edu- cation and primary and secondary school teaching. |
起訖頁 | 021-027 |
關鍵詞 | 隐喻、认知、教育研究、教师教育、教学、metaphor、cognition、educational research、teacher education、teaching |
刊名 | 教育學報 |
期數 | 201502 (11:1期) |
出版單位 | 北京師範大學 |
DOI |
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