苏霍姆林斯基火喻思想的教育意蕴阐释  

Interpretation of the Educational Implications of Sukhomlinsky’s Fire Metaphor Thought

作　　者：李百惠 陶志琼[1] 

机构地区：[1]宁波大学教师教育学院,浙江 宁波

出　　处：《创新教育研究》2025年第1期35-43,共9页Creative Education Studies

基　　金：2024年度国家社会科学基金教育学青年项目“中国儿童研究的百年历程与范式演进研究”(CQA240308)。

摘　　要：隐喻不仅是语言层面的一种表现,更是一种思维现象,它是人类利用具体概念来把握和理解抽象概念的一种认知方式。不同的隐喻反映特定的社会文化背景,会折射出不同的价值观和教育观。西方崇拜“火”的观念由来已久,苏霍姆林斯基教育著作中存在着大量有关“火”的隐喻,包括“劳动之火”“创造之火”“人性之火”,这些隐喻中蕴含着丰富的教育意蕴,与当前教育教学中强调的三维目标不谋而合。基于此,文章从隐喻的视角剖解苏霍姆林斯基教育思想中蕴含的教育价值,以期阐释苏霍姆林斯基“火”喻思想的丰富教育内涵。Metaphor is not only a linguistic phenomenon, but also a cognitive mechanism through which humans use concrete concepts to understand abstract concepts. Different metaphors reflect specific social and cultural backgrounds, reflecting different values and educational perspectives. The Western worship of “fire” has a long history, and there are numerous metaphors related to “fire” in Sukhomlinsky’s educational works, including “the fire of labor”, “the fire of creation”, and “the fire of humanity”. These metaphors contain rich educational implications that are inconsistent with the three-dimensional goals emphasized in current education and teaching. Based on this, this article dissects the educational value contained in Sukhomlinsky’s educational thought from a metaphorical perspective, in order to explain the rich educational connotation of Sukhomlinsky’s “fire” metaphor thought.

关 键 词：苏霍姆林斯基 隐喻 火喻 教育意蕴 

分 类 号：H31[语言文字—英语]