Study of the integration of the “Understanding Contemporary China” English textbook series into classroom teaching based on educational ecology
教育生态学视域下《理解当代中国》英语系列教材“进课堂”的教学研究

摘要

《理解当代中国》英语系列教材“进课堂”是外语课程思政教学的重要内容，是培养新文科背景下外语类人才的重要途径。目前，很多院校已对这套教材的使用展开了具体的教学探讨，但鉴于教学理念、教学课时、教学任务、学生水平等因素的限制，这套教材在“进课堂”的过程中存在一些生态失衡现象。因此，本文从教育生态学的视角出发，基于笔者院校在使用这套教材过程中的实际使用情况，从教师多元身份的构建、信息化教学手段或方式的使用、教材跟多门课程之间的协调、“学用一体”理念的加强和多个课堂的协同发展等角度对这套教材“进课堂”提出一些建议，旨在为后续如何更好地使用这套教材提供一定的借鉴作用。

Abstract

The integration of the “Understanding Contemporary China” English textbook series into classroom teaching constitutes a crucial component of the ideological and political education in foreign language courses and serves as an important pathway for cultivating foreign language talents under the new liberal arts framework. While many colleges have initiated pedagogical explorations regarding the application of this textbook series, certain ecological imbalances have emerged during its classroom implementation due to constraints such as educational philosophies, class hours, teaching objectives, and students’ proficiency levels. Therefore, from a perspective of educational ecology and based on practical teaching experiences at the author’s college, this paper proposes recommendations for optimizing the textbook series into classroom teaching. These include constructing teachers’ multifaceted professional identities, employing information-based teaching methodologies, coordinating curriculum alignment across courses, strengthening the “learning-using integrated pinciple”, and promoting collaborative development across multiple instructional contexts. The proposed suggestions aim to provide certain value for enhancing the effective utilization of the textbook series in future educational practices.