大学英语教师课程思政教学能力现状及提升需求研究

Research on the Status Quo and Improvement Needs of College English Teachers’ Teaching Competence in Curriculum-Based Political and Virtuous Awareness

This study employs a mixed-methods approach to systematically investigate the status quo, influencing factors, and improvement needs of college English teachers’ teaching competence in curriculumbased political and virtuous awareness. Based on a pyramidal competence model, the research conducted a questionnaire survey with 267 college English teachers and performed a qualitative content analysis of interview transcripts from 10 teachers and 10 teaching plans. Findings indicate that the college English teachers’ overall teaching competence in curriculum-based political and virtuous awareness is generally satisfactory, with cultivation literacy ranked the highest, while research literacy ranked the lowest. The key influencing factors include the nature and characteristics of courses, the receptiveness of students, the structure of teachers’ ideological and theoretical knowledge and the sufficiency of teaching time. The teachers improvement needs focus on encouraging the sharing of teaching resources, establishing and improving shared case library of highquality resources, and providing specialized training and workshops. Based on these findings, this study proposes corresponding measures for improvement.

本研究采用混合研究法，基于大学英语教师课程思政教学能力金字塔模型，对267 名大学英语教师进行了问卷调查，并对10 位教师的访谈文本与10 份教案进行质性内容分析，旨在系统调查大学英语教师课程思政教学能力的现状、影响因素及提升需求。研究表明，大学英语教师课程思政教学能力总体良好，育人素养最为突出，科研素养相对落后。影响因素主要涉及课程的特点和性质、学生的接受与配合度、教师的思想政治理论知识结构及教学时间的充裕程度等。教师提升需求高度集中于鼓励教师分享课程思政教学资源、建立健全优质资源库共享机制、开展课程思政教学培训研讨等。基于以上发现，本研究提出了相应的提升措施。