高职外语教师课程思政能力现状与发展路径——基于广东、山东、浙江三地的实证研究

Foreign Language Teachers'Competence in Curriculum-Based Ideological Education in Vocational Colleges:Current Status and Development Path

课程思政是新时代外语教育面临的重要命题,是外语学界的研究热点和课程改革新方向。外语课程思政成效的关键是外语教师的课程思政能力。以广东、山东、浙江三地高职外语教师为对象,采用问卷与访谈收集数据并对其进行定量与定性分析,从五个维度考察其课程思政能力与发展需求。研究发现,高职外语教师高度认同课程思政地位与作用,通过多渠道强化学科与课程思政知识,拥有适切的课程思政实践能力,提升课程思政能力意愿较为强烈。基于以上发现,提出重新定位和构建教师角色,营造共建、共研、共享的外语课程思政教学新生态的建议。

Curriculum-based ideological education(CIE)represents a critical mission in the new era of foreign language education in China,and has become a key research focus and a driver of curriculum reform.The effectiveness of CIE in foreign language courses largely depends on teachers'competencies in this area.This study investigates the CIE competencies and development needs of vocational college foreign language teachers in Guangdong,Shandong,and Zhejiang,using a five-dimensional framework.Data were collected through questionnaires and interviews,followed by both quantitative and qualitative analysis.Thefindings indicate that vocational foreign language teachers strongly recognize the importance and role of CIE,utilize multiple channels to enhance their knowledge of both the discipline and CIE,and possess appropriate practical competencies.Furthermore,teachers express a strong desire to further improve their CIE abilities.Based on these results,recommendations are made to re-examine and redefine the role of teachers,and to foster a collaborative teaching ecosystem for foreign language CIE,characterized by co-construction,co-research,and shared development.