Exploring curriculum ideology and politics in foreign language teaching: a national cultural security perspective
国家文化安全视域下高校外语课程思政建设实践探索

摘要

国家文化安全是国家安全的重要组成部分，外语教育处于不同文化碰撞交流的前沿，是保卫我国国家文化安全的重要阵地。本研究将从国家文化安全角度，以《综合英语》为例，探索高校外语课程思政建设。本研究将《综合英语》课程思政建设放在国家文化安全背景框下进行考量，探索以国家文化安全意识为中心、国家文化安全认知为基础、国家文化认同为保障、国家文化自信为动力，依托于产出导向法的《综合英语》课程思政德育体系实践路径。结果表明，该实践路径在推进外语教育课程思政建设的同时，增强了师生国家文化安全意识；国家文化安全理念丰富了《综合英语》课程思政的内涵；引导英语专业学生建立正确的国家文化安全观，增强国家意识，提高文化自信；将文化安全认知和文化比较能力加入到课程成绩评价中，建设了更与时俱进、更能全面评估学生综合素质的课程评价体系。总的来说，该路径有利于实现英语教学中知识传授、能力培养和价值塑造的统一。

Abstract

National cultural security is an essential component of national security. Foreign language education, which is always at the forefront of cross cultural communication, serves as an important bastion for safeguarding China’s national cultural security. This study explores the integration of curriculum ideology and politics into foreign language teaching from the perspective of national cultural security, taking Intensive Reading course as a case study. The curriculum reform of Intensive Reading is examined within the framework of national cultural security, and a practical pathway is fully developed: centered on national cultural security awareness, based on national cultural security cognition, secured by national cultural identity and driven by national cultural confidence. This pathway adopts the moral education system for curriculum ideology and politics design, underpinned by the Production Oriented Approach(POA). The results indicate that this practical pathway not only advance the integration of curriculum ideology and politics into foreign language teaching but also enhances both teachers’ and students’ awareness of national cultural security. The concept of national cultural security enriches the contents of curriculum ideology and politics. Furthermore, it helps foreign language learners establish a correct understanding of national cultural security, strengthen national consciousness and improve culture confidence. By incorporating cultural security cognition and cross cultural communication competence into course performance assessment, a more up-to-date and comprehensive evaluation system for students’ overall quality has been developed. In conclusion, this pathway facilitates the unity of knowledge transmission, ability cultivation and value shaping in foreign language teaching.