高校英语专业课程的思政价值内涵与实现路径——以《综合英语》课程改革为例
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摘要
从《综合英语》教学实践角度,分析英语专业课程的思政价值内涵在语言教学中的实现路径,可以从微观上更加深入地探析在高层次人才培养竞争加剧的背景下,充分挖掘英语专业课程中蕴含的思政资源,增强专业课程育德能力,完善课程思政评价体系和相关教学理论。相关研究表明,通过对英语专业核心课程的教学目标、教学内容、教学方法和载体等环节进行有效设计和改革,挖掘其思政教学价值内涵,可以发挥英语专业课程教学对大学生的价值取向的渗透和引导作用。
From the perspective of INTEGRATED ENGLISH teaching practice,this paper attempts to analyze the ideological value connotations in the college courses for English majors and the corresponding implementation paths in language teaching. This study can help to explore more deeply the ideological value connotations from the microscopic point of view under the background of the increasing competition in cultivating high level talents,so as to enhance the moral teaching functions of specialized courses for English majors,and to perfect the education evaluation system and the related teaching theories. Relevant researches show that designing and reforming effectively the teaching objectives,teaching contents,teaching methods,carriers of the core courses for English majors and exploring their ideological value connotations can give play to the penetration and orientations of ideological values in specialized courses for English majors.
From the perspective of INTEGRATED ENGLISH teaching practice,this paper attempts to analyze the ideological value connotations in the college courses for English majors and the corresponding implementation paths in language teaching. This study can help to explore more deeply the ideological value connotations from the microscopic point of view under the background of the increasing competition in cultivating high level talents,so as to enhance the moral teaching functions of specialized courses for English majors,and to perfect the education evaluation system and the related teaching theories. Relevant researches show that designing and reforming effectively the teaching objectives,teaching contents,teaching methods,carriers of the core courses for English majors and exploring their ideological value connotations can give play to the penetration and orientations of ideological values in specialized courses for English majors.
引文
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[3]董少校.上海高校强化显性思政、细化隐性思政,构建全课程育人格局——从“思政课程”到“课程思政”[N].中国教育报,2016-12-02(1).
[4]高锡文.基于协同育人的高校课程思政工作模式研究——以上海高校改革实践为例[J].学校党建与思想教育,2017(12):16-18.
[5]田鸿芬,付洪.课程思政:高校专业课教学融入思想政治教育的实践路径[J].未来与发展,2018(4):99-103.
[6]王涵.高校专业课程思政教学改革与反思[J].管理观察,2017(10):138-143.
[7]杨涵.从“思政课程”到“课程思政”——论上海高校思想政治理论课改革的切入点[J].扬州大学学报,2018(4):98-103.
[8]杨晶晶.高校专业课教学的“课程思政”建设——以公共关系学课程为例[J].视听,2018(3):133-235.
[2]樊丽萍.上海“课程思政”改革正在形成“样板效应”[N].文汇报,2017-06-23(8).
[3]董少校.上海高校强化显性思政、细化隐性思政,构建全课程育人格局——从“思政课程”到“课程思政”[N].中国教育报,2016-12-02(1).
[4]高锡文.基于协同育人的高校课程思政工作模式研究——以上海高校改革实践为例[J].学校党建与思想教育,2017(12):16-18.
[5]田鸿芬,付洪.课程思政:高校专业课教学融入思想政治教育的实践路径[J].未来与发展,2018(4):99-103.
[6]王涵.高校专业课程思政教学改革与反思[J].管理观察,2017(10):138-143.
[7]杨涵.从“思政课程”到“课程思政”——论上海高校思想政治理论课改革的切入点[J].扬州大学学报,2018(4):98-103.
[8]杨晶晶.高校专业课教学的“课程思政”建设——以公共关系学课程为例[J].视听,2018(3):133-235.