基于课程思政链的大学英语混合式教学实践探索——以英语通识课“媒介素养”为例

Nurturing Curriculum-Based Political and Virtuous Awareness through Blended Teaching:A Case Study

高校外语课程应始终贯穿思想政治教育,与思想政治理论课同向同行,形成协同效应。文章基于文秋芳(2021)提出的课程思政实施框架,以英语通识课"媒介素养"为例开展混合式教学实践,结合学生的反思日志,从内容链、管理链、评价链及教师言行链四个维度探讨将思政教育与外语通识类课程有机融合的路径与方法,以实现"全人教育"和立德树人的目标。

Blended teaching integrates online teaching with face-to-face interactions and enables student-centered learning.It may also cultivate students’sense of responsibility,independent learning,and lifelong learning,which is consistent with the principle of fostering virtue through education.Most of the existing literature and empirical studies focus only on how to make use of virtue-related elements in the teaching materials,while not taking a holistic approach in the entire teaching and learning process.Further,scant attention is paid to blended teaching.The paper discusses how political and virtuous awareness is developed through“Media Literacy”,an English-language general education course offered in a blended format.The process,based on the framework of integrating moral education into college foreign language teaching(Wen,2021),is examined through teaching content,course management,assessment,and teacher’s behavior.Specific examples and student feedback are presented.In terms of teaching content,the teacher carefully selected materials for class discussion and home assignments so that such awareness was raised naturally.The course also required students to work in teams to complete a final project by following several steps—selecting an essay from Xi Jinping:The Governance of China that is relevant to their field of study,doing a close-reading of the essay,creating a Chinese story told in English with the help of the approaches and tools introduced in class,and finally publishing a multimedia WeChat post.The Chinese stories told by the students were highly creative,covering such topics as the Chinese Dream,cultural confidence,poverty alleviation,and the Belt and Road Initiative.The students practiced their professional skills,raised their political awareness,and spread positive vibes among a larger audience.In terms of course management,the teacher established appropriate codes of conduct,created safe online and offline learning communities that everyone may share and progress together,and built a multi-faceted scaffold for students,which not only increased their independence,creativity,and enthusiasm,but also raised their political awareness.In terms of assessment,the teacher adopted a formative assessment approach,examining both the tangible achievement and the intangible progress of the students.By requiring students to write weekly reflection journals,the teacher encouraged the students to monitor their changes in attitudes and emotions.Reading the journals,the teacher in turn gained more insight into the students’thoughts and responded to them regularly.Finally,the teacher endeavored to set a good example by working diligently and conscientiously,which exerted a subtle influence on the students.In summary,the development of political and virtuous awareness should not be confined to exploring relevant elements in the teaching materials but should be addressed in the entire teaching process.Blended teaching creates such an environment where the students receive sustained attention from the teacher while they engage in personalized and collaborative learning.As a result,their political and virtuous awareness may be nurtured throughout the whole teaching/learning process.