论教学隐喻的价值  

On Value of Teaching Metaphor

作　　者：高维[1] 徐文彬[1] 

机构地区：[1]南京师范大学课程与教学研究所

出　　处：《江苏教育研究》2010年第1期16-19,共4页Jiangsu Education Research

基　　金：江苏省教育科学"十一五"规划立项课题"本原性学科问题驱动课堂教学的理论建构与应用研究"(D/2006/01/086)成果

摘　　要：在教学理论"科学化"的背景下,教学隐喻被许多教育学者有意无意地忽视甚至排斥,他们认为其具有模糊性和多义性,不足以明晰地表达教学思想。这是对教学隐喻的偏见和误解。事实上,教学隐喻因其形象性、情感性、创造性和开放性的特点,而具有丰厚的人文价值;教学隐喻在构建和发展教学理论中体现了突出的认知价值;教学隐喻还在反映和改善教师的教学思想和实践方面具有广泛的实践价值。In the background of pursuing the scientific teaching theory, teaching metaphor is ignored and even excluded consciously or unconsciously by many scholars, who hold the view that it＇s vague and muhivocal, and can＇t express definite teaching ideology. This is prejudice and misunderstanding against teaching metaphor. In fact, because of its iconicity, affeetivity, creativity and openness, teaching metaphor has plentiful human value; in constructing and developing teaching theories, it also has preeminently cognitive value; in reflecting and improving teachers＇ teaching ideology and practice, it still has extensive practical value.

关 键 词：教学隐喻 人文价值 认知价值 实践价值 

分 类 号：G40[文化科学—教育学原理]