教育的隐喻理解及其对教育实践的影响
毕业论文
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
隐喻已经成为了我们认知的重要工具，对于我们了解语言、思维和会话的构建非常重要。自当代美国认知语言学派生成语义学家乔治•莱柯夫与英国哲学家马克•约翰逊于1980年联手推出的开山之作《我们赖以生存的隐喻》，隐喻已经成为了关注的焦点，特别是在应用语言学领域引起了较大关注。著作认为:隐喻不仅是语言的问题,更是人们的1种认知能力,是人们思维的.1种定势和知识构建的1种途径,它表现于概念隐喻和隐喻概念。本文依据前人的认知隐喻学研究成果，试图在教育领域做1些尝试性研究，即运用认知语言学隐喻理论分析教育相关领域语言的隐喻性特征及其对教育实践的影响。以关于教育的隐喻作为语料，运用认知隐喻机制中的投射和整合理论对教育语言进行隐喻性理解和分析，揭示教育的隐喻本质及其反映的不同教育理念。总结出中外教育隐喻所反映的不同社会教育文化背景和教育理念及其在教育体系建构中的实践意义,反思并完善中国现行的教育理念和体制以期能够更好地为社会主义精神文明建设服务。
关键词：认知学角度、隐喻、教育隐喻、教育理念、教育实践
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