隐性课程建构高中英语文化认同的三维机制与实践路径

Constructing Cultural Identity through Hidden Curriculum in Senior High School English Education: A Three-Dimensional Mechanism and Implementation Pathways

摘要: 研究立足隐性课程理念，构建了涵盖物质文化、制度风气与心理文化的高中英语文化认同建构三维机制模型。结合“中国故事改编项目”这一微型教学实践案例，文章探讨了该模型在真实课堂生态中的协同运行路径与初步成效。研究从构建文化输入生态、建构良性互动机制与促进文化认同内化三个层面提出具体策略，旨在通过隐性教育因素的潜移默化，提升学生扎根本土的文化主体意识与跨文化叙事能力。实践剖析表明，隐性课程能够有效弥补显性课程的局限，推动文化学习由表层知识输入向深层价值内化转变。该机制为培养学生在全球化语境下平等参与跨文化双向对话、建构开放包容的跨文化公民身份提供了深层次的育人生态。

Abstract: Grounded in the concept of hidden curriculum, this study constructs a three-dimensional mechanism model—comprising material culture, institutional climate, and the psychological dimension of culture—for cultivating cultural identity in senior high school English education. It further explores practical pathways for its implementation. Specifically, strategies are proposed across three dimensions: constructing an ecology of cultural input, establishing effective interactive mechanisms, and facilitating the internalization of cultural identity. These approaches aim to foster students’ cultural confidence, intercultural communicative competence, and awareness of cultural communication in subtle yet impactful ways. The analysis indicates that hidden curriculum can compensate for the limitations of explicit curriculum, promoting a shift in cultural learning from superficial knowledge acquisition to deep identity construction. Ultimately, the study offers a supportive educational ecology for enhancing students’ intercultural narrative competence and advancing the global communication of Chinese culture.