课程思政背景下日语专业教师教学信念与教学实践探索——经验教师个案研究

研究采用历时定性个案的综合研究方法,对中部某省的2名高校日语教师进行课程思政背景下的教学信念与教学实践的双向考察。通过分析访谈结果、课堂观察、教学设计等数据发现,2名教师的教学信念和实践是一致的,他们均认为大学生思政教育需要专业教师的参与,日语专业课程思政教学有助于日语专业人才的培养。在教学过程中,他们既重视专业知识和技能的教学,又重视学生的道德品质、文化素养、国际视野等的培养。2名教师在具体的课程思政教学过程中各有侧重,这主要是源于教师的工作环境氛围、工作经历、所授课程和对学生的了解。教师的工作环境氛围、教学经历以及工作态度直接影响其课程思政教学信念和教学实践,而课程思政理念又对其教学实践产生影响。

This study took a longitudinal qualitative case study research design,and followed two Japanese teachers in a university in central province over an academic year to explore their beliefs and practice in ideological and political education.By analyzing various data,such as classroom observation,interviews,teaching plans and so on,we found that the two teachers all considered that the ideological and political education for college students requires the participation of specialized-course teachers.They not only emphasized the expertise and skills also paid great attention to the cultivation of students'moral quality,cultural quality and international vision.Based on the teachers'circumstances and own work experience and courses and understanding of students,in the specific teaching process,two teachers have their own priorities.Teachers'circumstances and personal teaching experience and working attitude directly affect their teaching beliefs of ideological and political education and teaching practices,and the teaching beliefs of ideological and political education influence their teaching practices.