隐喻性思维:认知视阈下的隐性课程  

Metaphorical thinking: hidden curriculum from cognitive perspective

作　　者：周莉莉[1] ZHOU Lili(School of Foreign Languages, Nanchang Institute of Technology, Nanchang 330099 , Chin)

机构地区：[1]南昌工程学院外国语学院,江西南昌330099

出　　处：《南昌工程学院学报》2018年第2期86-90,共5页Journal of Nanchang Institute of Technology

基　　金：江西省教育科学"十三五"规划项目(16YB151)

摘　　要：随着课程与知识观念的更新,培养学生对知识的思辨能力是现代课程的重心之一。根据认知科学的研究,思辨能力来源于隐喻性思维,它需要在一定的文化氛围中,潜移默化地形成,需要隐性课程的参与。隐性课程应该顺应隐喻性思维的发生机制,引导学生以自身的经验和知识为基础去开拓思维,并为他们创造平等对话的文化氛围和"闲暇"的思考空间,这能够更好地促进课程与知识的有机结合。Along with the updating concepts of curriculum and knowledge, equipping the students with the critical thinking skills becomes one of the primary tasks of modem education. According to cognitive science, the critical thinking comes from metaphorical thinking. As a result, hidden curriculum should adapt the process of metaphorical thinking, inducting students to explore new ideas based on their own experience and knowledge instead of some ab-stract values,and create cultural atmosphere for dialogue and self- reflection,which will better combine the curricu-lum and knowledge organically.

关 键 词：隐性课程 隐喻性思维 文化氛围 思辨能力 

分 类 号：G423[文化科学—课程与教学论]