摘要：In Postman’s classic book The End of Education. Redefining the value of the school, he stated that “... definitions, questions, metaphors — ... are three of the most potent elements with which human language constructs a world view” (Postman, 1996, p.175). The application of metaphor into education language provides us with a better understanding of the learning activity. This metaphorical language has significant values because of its rich and unique implications, which can better reflect the epistemological assumptions on learning. In this paper, embedded epistemological assumptions on the nature, the practice and the aims of learning are conveyed via metaphorical models. To present historical continuity, the paper mainly analyzes some conventionalized metaphorical structures of learning in Chinese culture from a diachronic perspective. Conceptualization of learning relates deeply to the conceptualization of understanding and knowing the cultural factors. Based on metaphorical expressions and proverbs, the cultural factors causing the changes are also discussed. Through the transition of student’s role in different periods, various metaphors of learning reveal the corresponding changes of learning approach, which provide a good reference for future education reform.
关键词：metaphor; learning; conceptualization; student’s role; cultural factors
