教育家精神的隐喻学阐释与实践功用  

Metaphorical Interpretation and Practical Function of the Spirit of Educators

作　　者：周润伍 谭天美[1] ZHOU Run-wu;TAN Tian-mei(Guangxi Normal University,Guilin 541004,China)

机构地区：[1]广西师范大学,广西桂林541004

出　　处：《黑龙江高教研究》2025年第3期1-7,共7页Heilongjiang Researches on Higher Education

基　　金：国家社科基金青年项目“西部地区乡村本土人才振兴的现实困境与机制优化研究”(编号:22CSH034);2023年度广东省新师范建设助推基础教育高质量发展研究与实践项目“基于师徒关系的粤北中小学新教师专业发展的实践研究”(编号:粤教高函[2023]29号)。

摘　　要：教育家精神是教育家所秉持的价值观念与精神品格的基点。隐喻理论因其增强理解,促进迁移的系统性与连贯性特性,可作为阐释教育家精神意蕴的特殊方式。依据隐喻理论分析教育家精神的源域、靶域和映射关系,建构出“船锚喻”“明灯喻”“育苗喻”“凿渠喻”“粉笔喻”“大海喻”等六大隐喻,勾画并延展了教育家精神的内涵。其具有促进教育家精神意涵体认、确立教育家精神价值引领、助力教育家精神全面弘扬等独特功用及实践可能,可为理解和弘扬教育家精神作出独特贡献。The spirit of educators is the singularity of the values and spiritual character that educators uphold.Metaphor theory can be used as a special way to explain the spiritual implication of educators because it enhances understanding and promotes the systematic and coherent characteristics of migration.On the basis of metaphor theory,this paper analyzes the source domain,target domain and mapping relationship of educator’s spirit,and constructs six metaphors:“anchor metaphor”,“light metaphor”,“seedling metaphor”,“canal metaphor”,“chalk metaphor”and“sea metaphor”,which outlines and extends the connotation of educator’s spirit.It has unique functions and practical possibilities such as promoting the understanding of the meaning of the educator’s spirit,establishing the value guidance of the educator’s spirit,and promoting the educator’s spirit in an all-round way,which can make a unique contribution to understanding and promoting the educator’s spirit.

关 键 词：隐喻理论 教育家精神 系统映射 教育家 

分 类 号：G640[文化科学—高等教育学]