融合批判性思维与课程思政的英语专业精读课教学策略研究

Integrating Critical Thinking with Ideological Education: A Pedagogical Strategy Study for Intensive Reading Courses in English Majors

摘要: 精读课(综合英语)作为英语专业的核心基础课程，长期以来承载着夯实语言基础与拓展人文视野的功能。然而，当前教学实践中普遍存在“思辨缺席”现象，且课程思政建设常面临“两张皮”的困境，即价值引领与语言教学难以有机融合。本研究旨在探讨如何在英语专业精读课中通过系统的教学策略培养学生的批判性思维能力，并以此为契机实现课程思政的隐性渗透。研究提出了四项核心教学策略：基于苏格拉底式探究的深度阅读、基于批判性话语分析(CDA)的意识形态解构、基于问题导向(PBL)的社会实践应用以及跨文化比较视阈下的价值反思。研究表明，通过将批判性思维的逻辑校验标准与智力特质引入文本分析，教师不仅能有效提升学生的高阶思维能力，还能引导学生理性审视英语国家的话语逻辑，树立文化自信，从而实现从“语言技能训练”向“整全人培养”的转型。

Abstract: The Intensive Reading (Comprehensive English) course, as the core curriculum for English majors, has long borne the responsibility of consolidating linguistic foundations and expanding humanistic horizons. However, current pedagogical practices often suffer from “speculation deficiency” (absence of critical thinking), and the integration of “Curriculum Ideology and Politics” (CIP) frequently encounters the challenge of superficiality, where value guidance and language teaching remain disjointed. This study aims to explore how to cultivate students’ critical thinking skills through systematic pedagogical strategies in English Intensive Reading courses and utilize this as a mechanism for the implicit permeation of ideological education. Four core pedagogical strategies are proposed: deep reading based on Socratic inquiry, ideological deconstruction based on Critical Discourse Analysis (CDA), social practice application based on Problem-Based Learning (PBL), and value reflection from an intercultural comparative perspective. The study suggests that by introducing the logical validation standards and intellectual traits of critical thinking into textual analysis, teachers can not only effectively enhance students’ higher-order thinking capabilities but also guide them to rationally analyze the thinking patterns of English-speaking nations and establish cultural confidence, thereby realizing the transformation from “language skill training” to “holistic person cultivation”.