《思想道德与法治》教材中的概念隐喻分析  

An Analysis of Conceptual Metaphors in the“Ideological Morality and Rule of Law”Textbook

作　　者：岳金霞[1] 李德鑫 YUE Jinxia;LI Dexin(China University of Petroleum(East China),Qingdao,Shandong 266580,China)

机构地区：[1]中国石油大学(华东),山东青岛266580

出　　处：《现代教育科学》2024年第6期34-40,共7页Modern Education Science

基　　金：中央高校基本科研业务费专项资金资助“习近平关于思想政治理论课的重要论述研究(项目编号:22CX04022B)”;山东省社科规划项目“‘大思政课’的理论阐释与实践路径研究”(项目编号:23CKSJ21)。

摘　　要：教材是教学的蓝本,深耕教材是上好思政课的首要环节。梳理《思想道德与法治》教材发现,不仅每个章节都包含了核心概念隐喻,教材中还大量运用了拟人隐喻、旅行隐喻、战争隐喻、建筑隐喻等多种类型隐喻。这些概念隐喻不仅具有修辞功能和认知功能,还具有特殊的意识形态育人、导向及凝聚等功能。为将思政课讲深、讲透、讲活,我们要大力提升隐喻识解能力、隐喻表述能力,以及隐喻创新能力等善喻能力。Teaching materials are the blueprint of teaching,and deep cultivation of teaching materials is the primary link in the ideological and political course.Combing the textbook of“Ideology Morality and Rule of Law”,it is found that not only each chapter contains the core concept metaphor,but also a large number of metaphors such as personification metaphor,travel metaphor,war metaphor and architectural metaphor are used in the textbook.These conceptual metaphors not only have rhetorical and cognitive functions,but also have special ideological functions such as education,guidance and cohesion.In order to explain the ideological and political course deeply,thoroughly and vividly,we should vigorously improve the metaphorical abilities such as metaphor construal ability,metaphor expression ability and metaphor innovation ability.

关 键 词：思想道德与法治 教材 概念隐喻 意识形态功能 善喻 

分 类 号：G424.1[文化科学—课程与教学论]