自下而上定量研究:高校英语类课程的“课程思政”学生接受度调查

Bottom-up Quantitative Research on the Acceptance of“Moral Education”of English Courses in Colleges and Universities

自“课程思政”被提出以来,英语类课程的教学改革进行得如火如荼,业内学者自上而下解读纲领性文件,剖析“课程思政”实施框架,挖掘英语课程中的“课程思政”元素,将“课程思政”进行得井井有条。然而教学始终是“教”与“学”的互动,脱离了学生主体的教学没有任何意义。该文基于学生主体视角,以“接受理论”为指导,开展自下而上的研究,调查高校学生对英语类课程“课程思政”的接受程度,采用基于李克特量表的统计分析和深度访谈的语料库关键词频率检索对比分析和显著搭配对比分析,探讨影响学生接受“课程思政”的因素,以期为实施“课程思政”提供借鉴。

Since the“moral education”was put forward,the teaching reform of English courses is set off.Scholars and researchers interpret the programmatic documents from top to bottom,analyze the implementation framework of the“moral education”,excavate the elements of“moral education”in English courses,and carry out the“moral education”in a meaningful way.But education is always the interaction between“teaching”and“learning”.Students are the main objects of education.Education without considering students is meaningless.Based on the perspective of students’subjectivity and guided by the“acceptance theory”,this paper carries out a bottom-up research to investigate the extent of students’acceptance of the“moral education”,by adopting corpus keyword frequency retrieval comparative analysis and significant collocation comparative analysis based on the questionnaire including Likert scale and interviews.It discusses the factors affecting students’acceptance of the“moral education”,in order to provide a reference for the implementation of the“moral education”.