教师情感话语的价值引导功能研究——以英语教学大赛获奖案例为例

A Study on the Value-Guiding Function of Teachers’ Affective Discourse—Evidence from Award-Winning Cases in English Teaching Contests

摘要: 课程思政是落实立德树人根本任务的重要实践路径，教师话语在其中发挥着不可或缺的引导与建构作用。本文以高校英语教学比赛中的获奖案例为研究对象，借助建构修辞观与评价理论的分析框架，考察优秀英语教师在课程思政实施过程中情感话语的呈现特征及其修辞功能，旨在揭示情感资源如何通过话语实践有效服务于思政育人的核心目标。研究发现，获奖教师在相关课堂话语中呈现出显著的积极情感取向。教师通过运用具有积极评价色彩的情感词汇，不仅彰显了其对思政内容的高度认同与价值肯定，更在话语层面构建出具有情感感染力的育人场域，有效引导学生内化正确价值观，厚植家国情怀，并提升其文化归属感与民族自豪感。

Abstract: Morality cultivation serves as a vital practical pathway for fulfilling the fundamental goal of virtue cultivation, in which teacher talk plays an indispensable role in guiding and shaping students’ values. This study examines award-winning cases from college English teaching competitions, employing the analytical frameworks of rhetorical construction and appraisal theory to explore the features and rhetorical functions of affective discourse used by outstanding English teachers in the implementation of morality cultivation. The study aims to uncover how affective resources, through discursive practices, contribute to achieving the core objectives of morality cultivation. The findings reveal that the teacher talk in these exemplary cases demonstrates a clear tendency toward positive affect. By using emotionally charged expressions with positive evaluative meanings, teachers not only convey strong identification with and endorsement of ideological content, but also construct an emotionally resonant educational space at the discourse level. This facilitates students’ internalization of correct values, fosters a deep sense of national identity and responsibility, and enhances their cultural belonging and sense of pride in the nation.