美学视域中的教学隐喻  

Teaching Metaphor from the Aesthetic Perspective

作　　者：高维[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2012年第7期54-57,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部重点课题<和谐学校文化建设和课程教学的关系研究>(课题编号:DHA090189);2011年度南京师范大学研究生科研创新计划资助项目;江苏省2011年度普通高校研究生科研创新计划立项项目<教师教育视野中的教学隐喻研究>(项目编号:CXLX11-0830)的研究成果

摘　　要：教学隐喻在教学理论和实践中广受关注,其重要原因在于教学隐喻中蕴含着形象、张力、空白和多样等诸多美的因素。丰富的美触动感知、激发想象、牵动情感、促进理解,常常给人美的享受。依据美与真的二重维度,可以将教学隐喻审美分为美在"肌肤"、美在说服、美在认知、美在求真四个层次。In teaching theory and practice, people pay close attention to the teaching metaphor. The important reason is that the image, tension, blank space, and diversity of teaching metaphor contain rich beauty. It touches our senses, inspires our imagination, affects our emotions and promotes our cognition, often giving us the enjoyment of beauty. Based on the double dimension of beauty and truth, the aesthetic forms of teaching metaphor can be divided into several levels： the beauty in the ＂skin＂, the beauty in the persuasion, the beauty in the cognition, and the beauty in seeking the truth.

关 键 词：教学隐喻 丰富的美 美与真 美感认知 

分 类 号：G420[文化科学—课程与教学论]