高校英语课程思政“双文化融合”教学模式的构建与实践研究

A Study on the Construction and Practice of the “Bicultural Integration” Teaching Model for Ideological and Political Education in College English Courses

摘要: 新时代高校外语教育面临人才培养目标的转型升级，高校英语课程不仅要完成语言技能训练，更要承担传播中华优秀文化、培育学生文化主体意识与文化认同的育人使命。当前高校英语教学普遍存在西方文化占据主导地位、本土文化呈现符号化碎片化、重输入轻输出、课程思政融入流于表面等现实困境。本文提出高校英语课程思政“双文化融合”理念，坚持中西方文化平等互鉴，构建“西方文化输入–中西方文化对比–中国文化输出”的闭环教学范式，区分本科大学英语与研究生学术英语写作不同学段能力目标，搭建“基础层–发展层–对比层”三维教学内容体系与“四维一体”教学评价体系。依托河南工业大学教学改革实践开展行动研究，结果表明“双文化融合”模式能够有效提升学生语言应用能力、跨文化思辨素养与文化认同，可为地方高校英语课程思政改革提供可复制的实践方案。

Abstract: In the new era, foreign language education in Chinese colleges and universities is confronted with the transformation and upgrading of talent cultivation objectives. College English courses are expected not only to deliver language skills training but also to undertake the educational mission of disseminating fine Chinese culture and cultivating students’ cultural subject consciousness and cultural identity. Currently, college English teaching generally faces practical challenges such as the dominance of Western cultural content, the symbolic and fragmented presentation of local culture, an overemphasis on input over output, and superficial integration of ideological and political education. This paper proposes the concept of “bicultural integration” for ideological and political education in college English, adhering to equal mutual learning between Chinese and Western cultures. It constructs a closed-loop teaching paradigm of “Western cultural input - comparative analysis of Chinese and Western cultures - Chinese cultural output”, distinguishes ability objectives for undergraduate College English and graduate Academic English Writing, and establishes a three-dimensional teaching content system comprising “foundation, development, and comparison” levels, along with a “four-in-one” teaching evaluation system. Drawing on the teaching reform practice at Henan University of Technology, an action research study was conducted. The findings indicate that the “Bicultural Integration” model can effectively enhance students’ language application competence, intercultural critical thinking literacy, and cultural identity, and can provide a replicable practical framework for curriculum-based ideological and political education reform in English courses at local higher education institutions.