社会学与政治学视域下外语教育课程价值取向演变研究

Research on the Evolution of Value Orientations in Foreign Language Education Courses from the Perspectives of Sociology and Politics

摘要: 外语教育课程价值取向的演变并非线性阶段更替，而是多重社会力量与制度力量持续互构的动态过程。本文构建“课程社会学与课程政治学”双重视域分析框架，系统阐释外语教育课程价值取向的演变机制。在课程社会学层面，运用文化资本再生产理论、学科场域竞争理论和微观主体博弈理论，分别解析市场筛选、学校资源博弈及课堂师生互动对课程价值的自下而上的塑造作用；在课程政治学层面，借助课程政策的价值协调、价值安全规约与国家战略赋能理论，阐明制度框架对多元价值的自上而下的协调、引导与扩容机制。研究发现，外语教育课程价值的演变是自下而上的社会结构博弈与自上而下的制度调控双向互构的结果，多重价值在共存中此消彼长、动态平衡，呈现“旧价值存续、新价值叠加”的增量式扩容特征，其流变方向取决于社会场域与制度场域力量的实时对比与相互校准。本文据此主张，课程改革应立足双理论融合视角，在制度规约与社会调适之间构建弹性多元、动态平衡的课程价值体系，以实现国家战略、社会需求与个体发展之间的有效协调。

Abstract: The evolution of value orientation in foreign language education courses is not a linear stage replacement, but a dynamic process of continuous mutual construction between multiple social forces and institutional forces. This paper constructs a dual-perspective analytical framework of “curriculum sociology and curriculum politics” to systematically explain the evolution mechanism of value orientation in foreign language education courses. At the level of curriculum sociology, it utilizes the theories of cultural capital reproduction, discipline field competition, and micro-subject game theory to analyze the bottom-up shaping effects of market selection, school resource competition, and classroom teacher-student interaction on curriculum value. At the level of curriculum politics, it employs the theories of value coordination, value security regulation, and national strategic empowerment in curriculum policy to clarify the top-down coordination, guidance, and expansion mechanism of the institutional framework for multiple values. The study finds that the evolution of the value of foreign language education courses is a result of bidirectional mutual construction between bottom-up social structural game and top-down institutional regulation. Multiple values coexist in a dynamic equilibrium, showing an incremental expansion characteristic of “the persistence of old values and the superposition of new values”. The direction of its evolution depends on the real-time comparison and mutual calibration of the forces in social and institutional fields. Based on this, this paper advocates that curriculum reform should be based on a dual-theory integration perspective, constructing a flexible, diverse, and dynamically balanced curriculum value system between institutional regulation and social adaptation, in order to achieve effective coordination between national strategy, social needs, and individual development.