英语专业本科生教材《综合教程》中的价值观研究

A Study of Values in An Integrated English Course for Undergraduate-Level English Majors

中共中央办公厅指出,要把社会主义核心价值观纳入国民教育总体规划,推动社会主义核心价值观进教材、进课堂。在这种大背景下,迫切需要学术界对教材价值观问题进行系统研究并得出可靠结论,从而为相关部门提供理论支撑和实践参考。通过对我国高校英语专业本科生教材的权威代表--《综合教程》(1-6册)进行统计与分析后发现:在价值观内容及分布上,(1)教材虽涵盖了各类预设价值观,除了大三以外,其余年级均有缺失的价值观;(2)价值观的分布具有一定的规律可循;(3)重点突出;(4)比例欠均衡。在价值观呈现方式及分布上,(1)课文和练习中的比例走势不同;(2)显性和隐性灵活结合;(3)注重学生批判性思维的培养;(4)大多数呈现方式的分布未体现出规律性。为此,英语教材编写者可根据时代背景,改进不同价值观的比例,完善价值观呈现方式的分布;英语教师应加强自身的人文素养,内化价值观教育的质量,同时运用科学的教学方法,外塑价值观教育的途径。

It’s required by the General Office of the Communist Party of China that the core values should be included in the general planning of national education and be embodied in textbooks and classrooms. Under this circumstances, it’s very urgent to systematically investigate the issue of textbook values and draw reliable conclusions so as to provide theoretical support and practical reference for institutions concerned. After making a detailed study of An Integrated English Course, the authoritative representative of the textbook for undergraduate-level English majors in Chinese universities, this study draws following conclusions. In terms of the value contents, this study firstly maintains that all the preset values are covered although missing values can be found in each grade except grade three. Secondly, the distribution of values is to a certain degree regular. Finally, the contents of values are well-focused but not balanced. As for the representation modes of values, this study firstly argues that the percentage in texts and exercises. Secondly, the combination of implicit and explicit representation can be identified. Thirdly, the training of students’ ability of critical thinking is highlighted. Finally, the distribution of representation modes is mostly irregular. Based on the research results above, some suggestions are put forward. On one hand, English textbook editors should, by taking the background of era into due consideration, balance the percentage of different values and improve the distribution of the representation modes of values. On the other hand, English teachers should enhance their humanistic literacy to strengthen the inner quality of values education and adopt reasonable teaching methods to optimize the outer access to values education.