Zhang Lei, Wang Jing
Faculty of Humanities and Social Science, Beijing University of Technology, Beijing, China.
School of English and International Studies, Beijing Foreign Studies University, Beijing, China.
Heliyon. 2024 Jun 9;10(11):e32631. doi: 10.1016/j.heliyon.2024.e32631. eCollection 2024 Jun 15.
This study addresses the prevalent challenges in curriculum-based ideology and virtuous awareness education specifically focusing on the issues of insufficient understanding and exploration of curriculum-based ideology and virtuous awareness elements by Chinese college teachers in the use of second language writing textbooks, as well as the monotonous teaching activities and content models. In response to these challenges, a two-cycle action research was conducted to integrate second language writing teaching into curriculum-based ideology and virtuous awareness education within the framework of Activity Theory. Through teacher observations, interviews, and reflections from both teachers and students, findings were found that: 1) teachers should pay attention to practicing the compilation principles and concepts of textbook compilers, and deeply explore the ideological and political elements of unit themes and contents according to their principles and concepts; 2) the construction of curriculum-based ideology and virtuous awareness community for similar courses, especially the construction of virtual community, is the urgent need for teachers, and is also an effective way to select ideological and political materials; 3) the construction of curriculum-based ideology and virtuous awareness courses should be implemented in all dimensions of professional teaching with planning, forming a systematic teaching mode of curriculum-based ideology and virtuous awareness courses. The findings of this research offer valuable insights into the integration of foreign language education and curriculum-based ideology and virtuous awareness education, with the overarching goal of fostering value shaping, ability building, and knowledge imparting.
本研究探讨了基于课程的思想和品德意识教育中普遍存在的挑战，特别关注中国高校教师在使用第二语言写作教材时对基于课程的思想和品德意识元素理解和探索不足的问题，以及教学活动和内容模式的单一性。针对这些挑战，在活动理论框架内开展了两轮行动研究，将第二语言写作教学融入基于课程的思想和品德意识教育。通过教师观察、访谈以及教师和学生的反思，发现：1）教师应注重践行教材编写者的编写原则和理念，并根据这些原则和理念深入挖掘单元主题和内容的思想政治元素；2）构建类似课程的基于课程的思想和品德意识共同体，尤其是虚拟共同体的构建，是教师的迫切需求，也是选择思想政治素材的有效途径；3）基于课程的思想和品德意识课程建设应在专业教学的各个维度进行规划实施，形成系统的基于课程的思想和品德意识课程教学模式。本研究结果为外语教育与基于课程的思想和品德意识教育的融合提供了宝贵的见解，总体目标是培养价值塑造、能力培养和知识传授。
