隐喻的认知功能及其教育学意蕴

Cognitive Function of Metaphor and Its Pedagogical Implication

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 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.