核心素养视角下英语教材语篇的思维内涵与结构特征研究

Research on the Thinking Content and Structural Characteristics of English Textbook Discourses from the Perspective of Core Competencies

摘要: 在义务教育与普通高中英语课程标准全面深化实施的背景下，学科核心素养已成为教材编写与课堂教学改革的根本遵循。教材语篇作为承载语言教学、文化传递与思维培育的核心载体，其内容选择、结构组织与教育功能正发生系统性转型。本研究以延展认知理论、文化表征理论与学习者中心理念为理论支撑，采用文本分析与比较研究方法，从核心素养视角系统剖析当代英语教材语篇的思维内涵与结构特征。研究表明，现代英语教材语篇已由单一知识传授转向素养导向的整体建构，在逻辑思维、批判性思维与创新性思维层面实现显著升级；结构上呈现主题统领、单元整合、体裁多元、文化均衡、逻辑连贯的整体特征，更契合学生认知发展与语言习得规律。优化后的语篇体系能够有效支撑深度教学，推动学生语言能力、文化意识、思维品质与学习能力协同发展。本文据此提出语篇深度解读、教材二次开发与课堂教学转型的实践路径，为核心素养落地英语教学提供理论依据与操作指引。

Abstract: Against the backdrop of the in-depth implementation of updated curriculum standards for compulsory and senior high school English education, the cultivation of disciplinary core competencies has become the fundamental guideline for textbook compilation and classroom teaching reform. As the pivotal carrier integrating language instruction, cultural transmission and thinking development, textbook discourses are undergoing systematic transformation in content selection, structural construction and educational implication. Grounded in extended cognition theory, cultural representation theory and learner-centered philosophy, this study adopts textual analysis and comparative research to examine the thinking content and structural characteristics of contemporary English textbook discourses from the perspective of core competencies. Findings reveal that modern English textbook discourses have gradually shifted from a singular knowledge-centered presentation to a competency-oriented integrated construction, with marked improvements in logical thinking, critical thinking and innovative thinking. Structurally, discourses present a theme-led, unit-integrated, genre-diversified, culturally-balanced and logically-coherent system, which better conform to the cognitive development and language acquisition rules of students. The optimized discourse structure effectively facilitates deep teaching and contributes to the integrated development of students’ language proficiency, cultural awareness, thinking quality and learning ability. This study also proposes practical paths for in-depth discourse interpretation, secondary textbook development and classroom teaching transformation, so as to provide theoretical basis and operational guidance for the implementation of core competencies in English teaching.