从“融入”到“生成”：基于产出导向法的大学英语课程思政范式重构研究

From “Integration” to “Generation”: A Study on the Paradigm Reconstruction of College English Curriculum Ideology and Politics Based on the Production-Oriented Approach

摘要: 课程思政建设作为落实高等教育“立德树人”根本任务的战略举措，要求专业课程实现知识传授与价值引领的有机统一。大学英语课程因其深厚的人文性与跨文化性，在此进程中承载着特殊使命，然而其实践中常陷入“机械嫁接”与“效能式微”的困境。为破解此难题，本研究将文秋芳教授创立的、具有鲜明中国特色的“产出导向法”理论体系，引入大学英语课程思政的深度改革场域，旨在探究二者间深层的学理耦合性与实践互构性。研究采用质性主导的行动研究范式，以《新视野大学英语》课程为实践载体，通过对一个完整教学周期的系统设计、实施与反思，构建并验证了“目标–内容–过程–评价”四位一体的融合教学模式。研究发现，POA的“驱动–促成–评价”教学循环，为价值观从“认知启动”到“意义协商”再到“行为生成”的内化过程提供了严谨的教学论支架，能够有效促使思政教育从“外在灌输”转向“内生建构”，实现语言能力发展与价值观念塑造的“同频共振”与“双向赋能”。本研究不仅为大学英语课程思政提供了可操作的实践路径，亦为本土教学理论应用于立德树人的宏大命题贡献了具象化的学理阐释。

Abstract: As a strategic measure to implement the fundamental task of “fostering virtue through education” in higher education, the construction of curriculum ideology and politics requires the organic integration of knowledge impartation and value guidance within specialized courses. College English courses, with their profound humanistic and intercultural nature, bear a special mission in this process. However, their practice often falls into the dilemmas of “mechanical grafting” and “diminished effectiveness”. To address these challenges, this study introduces Professor Wen Qiufang’s Production-Oriented Approach (POA) theory, a distinctly Chinese-origin pedagogical system, into the in-depth reform arena of college English curriculum ideology and politics. It aims to explore the deep theoretical coupling and practical interconstructivity between the two. Adopting a qualitative-dominated action research paradigm and using the New Horizon College English course as the practical vehicle, the study constructs and validates a four-in-one integrated teaching model encompassing “objective-content-process-evaluation” through the systematic design, implementation, and reflection of a complete teaching cycle. The findings reveal that the POA’s “Motivating-Enabling-Assessing” teaching cycle provides a rigorous pedagogical scaffold for the internalization process of values, from “cognitive activation” to “meaning negotiation” and then to “behavioral generation”. This effectively facilitates a shift in ideological and political education from “external indoctrination” to “endogenous construction”, achieving “resonance” and “mutual empowerment” between the development of language competence and the shaping of values. This study not only offers an operable practical pathway for college English curriculum ideology and politics but also contributes a concrete theoretical explanation for the application of a local teaching theory to the grand mission of fostering virtue through education.