學校雕塑關(guān)于師生們來說都是非常了解的，我們都知道鑄銅雕塑代表必定含義，學校雕塑和所以的學校文明一同構(gòu)成學校的一個景點、學校銅雕沉積著前史、傳統(tǒng)、文明和社會的價值，包括有巨大的潛在教育含義。這也是學校銅雕涵義地點。

School sculpture is well understood by teachers and students. We all know that cast copper sculpture represents a certain meaning. School sculpture and all school civilizations together constitute a scenic spot of the school. School bronze sculpture deposits the values of pre history, tradition, civilization and society, including great potential educational meaning. This is also the location of the school bronze carving.

學校雕塑大多數(shù)運用抽象與標志、隱喻和悖論的辦法表現(xiàn)，特別是我國的學校雕塑，一般具有紀念性、標志性、鼓勵性、裝飾性等特色，杰出思想審美、重視德育潛化，或側(cè)重表現(xiàn)人類的才智和對真善美永久的尋求。

Most school sculptures use the methods of abstraction and symbol, metaphor and paradox, especially China's school sculptures, which generally have the characteristics of commemoration, symbol, encouragement and decoration, outstanding ideological aesthetics, pay attention to the potential of moral education, or focus on the expression of human intelligence and the permanent pursuit of truth, goodness and beauty.

一起學校雕塑也是學校精力文明的載體，反響了一個學校的精力文明水平緩道德素質(zhì)要求。所以學校雕塑的選擇與擺放也是非常要害的。學校雕塑的選擇要契合學校的文明氣氛。

Together, school sculpture is also the carrier of school energy civilization, reflecting the level of energy civilization and moral quality requirements of a school. Therefore, the selection and placement of school sculpture is also very crucial. The choice of school sculpture should fit the civilized atmosphere of the school.

在學校里我們常見的雕塑就是一些學者，比如馬克思、恩格斯等，還有一些精力典范，如雷鋒、焦裕祿等，這些雕塑的選擇就契合一個學校的文明氣氛。銅雕學校雕塑在雕塑行業(yè)多年來一直積極進取、勇于創(chuàng)新。

In the school, we often see some scholars, such as Marx and Engels, and some energy models, such as Lei Feng and Jiao Yulu. The choice of these sculptures fits the civilized atmosphere of the school. The sculpture of copper sculpture school has been active and innovative in the sculpture industry for many years.