【摘要】 “培根铸魂”和“启智增慧”是国家对教材建设的要求。但在教材编写过程中，二者的关系经常被割裂，因此简单地提“兼顾”二者，容易造成“培根铸魂”与“启智增慧”之间的“此消彼长”。杜威从儿童中心的立场出发，提出了“教材心理化”的主张，认为知识和道德是相互促进的。这一理论对我们在教材编写工作中重新思考“培根铸魂”与“启智增慧”的关系具有启发。在教材的文本表述上，让“培根铸魂”的内容以知识的方式来呈现，可以让学生在学习知识的同时，自然而然地接受思想教育的熏陶。要达到这一效果，需要注意教材文本表述当中“被隐藏的修辞”的作用，一些不作为教学内容的隐喻、类比等手法，可以有效地将“培根铸魂”的内容附着在知识之上，从而实现“培根铸魂”与“启智增慧”的相互促进。更多还原

【Abstract】 “Cultivating roots and forging souls” and “enlightening minds and enhancing wisdom” are the national requirements for textbook development. However, during the process of textbook compilation, the relationship between the two is often severed. Thus, simply advocating for “balancing” the two can easily lead to a situation where gains in one area come at the expense of the other, i.e., a “trade-off” between “cultivating roots and forging souls” and “enlightening minds and enhancing wisdom.” From a child-centered perspective, Dewey proposed the idea of “psychologizing textbooks, ” arguing that knowledge and morality are mutually reinforcing. This theory provides inspiration for us to rethink the relationship between “cultivating roots and forging souls” and “enlightening minds and enhancing wisdom” in textbook compilation. In the textual presentation of textbooks, presenting the content of “cultivating roots and forging souls” in the form of knowledge enables students to naturally receive ideological education while learning knowledge. To achieve this effect, attention should be paid to the role of “hidden rhetoric” in textbook textual presentation. Some rhetorical devices such as metaphors and analogies, which are not part of the teaching content, can effectively attach the content of “cultivating roots and forging souls” to knowledge, thereby achieving mutual promotion between “cultivating roots and forging souls” and “enlightening minds and enhancing wisdom”.更多还原