A Probe into the Path of Integrating Curriculum Ideology and Politics into Foreign Language Teaching

In today’s world,various ideologies and cultural values are intertwined.In this context,foreign language universities have the responsibility of delivering professional talents to the world.Under the great ideological and political education pattern,curriculum ideological and political construction in foreign language teaching is an indispensable part of it.Beginning from the concept of curriculum ideology and politics,this article explains the significance of curriculum ideological and political construction in foreign language teaching as well as explores the path of integration of curriculum ideology and politics into foreign language teaching.

An Empirical Study on Students’Evaluation of Moral Education in Foreign Language Education in China

Students’evaluation of moral education is of great significance for improving the quality of teaching.Through a survey of 2715 undergraduates majoring in foreign languages,this paper analyzes their evaluation of the moral education.Findings show that students speak highly of teachers’competence in moral education,teaching methods and the integration of moral education in the textbooks,but not in the course assessment and the overall effect of moral education.Suggestions were proposed accordingly to improve moral education of foreign language education in China.

A Study on the Experiences of Foreign Language Curriculum Reform in Contemporary Foreign Countries

The foreign language curriculum reform has laid a good foundation for the comprehensive implementation of quality education both in the aspects of theory and practice.However,the quality of foreign language teaching in China still lags behind some foreign countries.This paper discusses the latest development trend of foreign language curriculum reform to provide a reference to the new round of foreign language curriculum reform in China.

The Use of Curriculum Integration in ELT within Secondary Schools in China

CTMRC - Curriculum and Teaching Materials Reform Commission; CTMRI - Curriculum and Teaching Materials Research Institute; ELT - English Language Teaching; MOE - Ministry of Education;

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

Curriculum Discourse and Foreign Language Teachers'Professional Development

The significance and status of the teachers'professional development make the education system and the society pay more and more attentions.The article elaborates the internal contact of curriculum discourse and teachers'professional development from a few respects such as the rationality of curriculum discourse,the long-term nature of the teachers'professional development and many factors affecting the teachers'professional development.The article also analyzes the external and internal factors influencing Tibet foreign language teachers'professional development,and puts forward the corresponding countermeasures in the light of these problems.

A Probe into Some Aspects in China's Foreign Language Curriculum

—"Where do I begin?"The place to begin is with your own assumptions about what students should learn and how they learn best.Curriculum plans are most likely to be acted on when their assumptions coincide with the teacher’s ideas about learning.When teachers are required to use plans whose assumptions differ from their own,they adapt them to suit their own purposes.

中国外语教学和信息技术融合发展研究综述——基于CiteSpace软件的可视化分析

技术革新是推动外语教学改革的重要力量。文章剖析了外语教学和信息技术融合发展研究的文献(1979—2023),发现二者融合经历了萌芽探索期(1979—1992)、快速发展期(1993—2012)和平稳成熟期(2013—2023)三个发展阶段。其中,技术媒介从视听媒介向交互媒介、智能媒介过渡;融合理念从电化教学向资源整合、结构融合方向升级;教学上依次呈现机辅教学、多媒体教学和智能教学三种样态;学习上产生了基于视听材料的自主式训练、基于信息网络的交互式学习和基于智能技术的个性化学习三种方式。未来,信息技术将全方位融入外语教学,变革教学资源的形态和教与学的方式以及评价手段,凸显智能化和智慧化特征。

Using Technology-Supported Enrichment Activities to Extend Student Learning in a Chinese as a Foreign Language

The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.

外语教材的有效使用:思想性与科学性相统一——以Digital Retailing课堂教学为例

在外语课程思政建设的背景下,教学团队基于“产出导向法”教学理论和“产出导向法”教学材料使用与评价理论,以2022年外语教学与研究出版社举办的“教学之星”大赛章程“外语教材的有效使用:思想性与科学性相统一”为指导,选取《新一代大学英语综合教程1(基础篇)》Unit 4 Digital Retailing为参赛内容,荣获2022年外研社“教学之星”大赛全国复赛特等奖。以此为例,从教学目标、教学内容、教学流程以及教学评价四个维度出发,详细阐释在“驱动—促成—评价”三个阶段有效使用教材实现思想性与科学性相统一的路径,在提高学生语言能力的同时,落实立德树人根本任务,促进学生全面发展。

在强国建设中彰显大外作为

人才培养在中华民族伟大复兴进程中占据突出地位,也是建设中国特色社会主义教育强国的核心议题。本文从落实立德树人根本任务、重构大学外语课程体系、推进人工智能赋能大学外语教学三个方面论述大学外语教育在强国建设中的担当作为。

外语教育与外语课程创新三人谈

新时期,外语和外语教育的作用日益突显。外语课程和外语课堂教学决定了外语人才培养的规格。在数字时代,外语课程建设和研究面临巨大挑战,同时也是难得的发展机遇。三位作者从外语课程创新的维度、教研共同体的重要作用、教师创新思维和创新能力、教育数智化等诸多方面对外语教育的未来走向提出独到见解,旨在推进高素质外语人才培养和国家外语教育能力的整体提升。

新文科背景下课程思政融入地方高校外语金课建设的路径探索

新文科背景下,课程思政融于高校外语金课建设体现了外语专业内涵建设的方向。外语金课在课程思政指引下获得方向性引导和理论支撑,有利于提升金课教学水平;课程思政以外语金课建设为依托,将德育目标贯穿教学全过程,有利于提高人才培养质量。基于新文科教育指导下某地方高校外语金课建设的实践,分析课程思政与外语金课建设的联动效应,并探索课程思政融入外语金课建设的有效路径,指出新文科教育推动了外语金课与课程思政的融合,对构建中国特色的外语课程话语体系起到了重要推动作用。

国家文化安全视角下我国外语教育理论与实践反思——以英语课程思政文化教育为例

外语作为国际交流的语言工具,是社会领域之间的一种独特竞争手段,更是国家安全战略的重要需求。以英语课程思政文化教育为例,从理论与实践上反思国家文化安全下我国外语教育问题,并通过价值导向引领国家文化安全与外语课程思政教育的有机融合,提出中国文化本体性的人文价值需求与国家发展战略目标同向、跨文化交流中的国际视野培养与国家文化安全观构建同行以及课程思政教学与中华文化传承协同的新时代我国外语教育国家文化安全观。研究凸显了外语教育中国家文化安全意识,具有一定的研究价值与重要现实指导意义。

外语教育学框架下大中小学英语课程设置一体化

本文以外语教育学为框架,对英语课程设置一体化的内涵进行界定,并指出我国大中小学英语课程设置一体化的建设应遵循课程目标一致性、课程内容衔接性、教学实施协同性和评价体系统一性等四个原则。在此基础上,本文从顶层设计、教材体系建设、示范课研发和协同体系构建等四个方面,探讨了英语课程设置一体化建设的实施路径,旨在促进各学段英语课程设置的横向贯通与纵向衔接。本文有望为大中小学英语课程的协同推进提供理论指导和实践借鉴。

内容语言融合学习理念的4C框架对我国外语教学改革的启示

内容语言融合学习是一种外语教学创新理念,其4C框架强调对学生学科知识、认知能力、跨文化意识和语言沟通能力的全面培养。多年来,我国高校外语教育所取得的成绩不容忽视,但在新的发展时期,高校外语原有的课程定位和发展模式已经不能满足国家对外语人才的需求。我们可以从这一教学理念中寻求借鉴,营造政策环境、优化课程设置、创新教学内容,拓宽教师发展路径,促进外语人才培养的可持续发展。

“NET三维联动”产教融合外语人才培养中的课程思政实施路径

“NET三维联动”产教融合应用型外语人才培养模式,可通过“课内与课外、学校与企业、校内导师与企业导师”三维联动,将课程思政教育和外语专业实践能力培养从课堂延展到课外活动、社会实践、企业服务,建立网络资源库(Network),向合作企业开展志愿外语翻译服务(Enterprise),校内外双导师(Tutor)共同培养应用型外语人才。

自我效能感视域下高职外语教师的团队建设研究

在课程思政背景下,欠发达地区高职院校外语教师较易存在较低的自我效能感。基于人文关怀的思路,文章收集外语教师们在课程改革过程中的反馈文本,并进行扎根质性分析,调研欠发达地区高职外语教师较低自我效能感的症结所在。另外,文章结合个案分析,探讨在师生、教研及评价管理等团队的建设过程中,如何提升教师对教学的精力投入与信心,更好地完成“立德树人”教育根本任务。

国际传播视域下外语课程思政路径探索与实践

加强国际传播能力建设是新时代迈向高质量发展新征程的必然要求,外语人才培养是我国国际传播能力建设进程中的关键环节。围绕“为谁培养人、培养什么人、怎样培养人”之时代之问,从国际传播能力建设的时代之需出发,提出外语课程思政路径体系构建的时代之应,并探寻外语课程思政实践路径的现实之策,为新时代国际传播人才培养、国际传播能力建设提供参考。

MATLAB语言及其应用课程思政建设

MATLAB是应用最为广泛的科学与工程计算软件,它集科学计算、数据分析、编程、可视化绘图和动态系统建模仿真功能于一体,是本科生解决公共基础课和专业课问题的“计算神器”。在本科生“MATLAB语言及其应用”课程中,通过科教融合方式开展课程教学,不断增强课堂教学的实效性;同时引入思政元素,开展课程思政教学,在帮助学生们掌握科学计算语言的同时,培养其创新思维,塑造其科学文化素养,取得了良好教学效果。本课程采用的科教融合与课程思政相结合的教学模式有助于我国拔尖创新人才的培养。