高中英语语法教学融入思政元素的策略与实践探究——以一堂定语从句语法课为例

党锋超

引言

普通高中英语课程体现工具性和人文性的统一，旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，落实立德树人根本任务。实施普通高中英语课程应以德育为魂、能力为重、基础为先、创新为上，注重在发展学生英语语言运用能力的过程中，帮助他们学习、理解和鉴赏中外优秀文化（教育部2020）。

为了切实有效地落实育人目标，课堂教学应成为德育的主阵地，学科思政应成为德育的责任田。课程思政是将各类课程所蕴含的思想政治教育元素和所承载的思想政治教育功能融入课堂教学环节，以实现价值引领、知识教育、能力培养的育人行为（沈庶英2021）。思政元素与英语教学相融合有助于学生形成正确的世界观、人生观和价值观，坚定道路自信和文化自信，也有助于培养他们的家国情怀，引导其肩负起传播中国文化、中国精神和中国智慧的使命。

然而，高中英语语法课普遍存在以下问题：基于单句和试题的机械化、应试化训练；重语法规则的讲解，轻功能意义的培养；活动环节单一、相互割裂，缺乏逻辑主线；忽视语言承载的情感温度和育人价值。当前的高中英语语法课将语言沦为冰冷的工具、空心的外壳和麻木的符号，导致对社会主义核心价值观的培育落空。

一、高中英语语法教学融入思政元素的策略

将德育有机融入英语教学过程，使学生在学习语言的同时，获得正确的思想观念、价值观，而不是生硬甚至毫无根基地价值“植入”，这就要求教师善于挖掘可以融合的点（谭元2021）。

（一）以教材单元话题为起点，延伸和深化单元主题意义

教材单元话题承担了单元“大主题”的功能，起到穿针引线的作用。单元中每一个板块都依托单元话题开展活动，从不同维度呈现话题。因此，教师应从教材单元出发，将话题贯穿语法课堂始终，挖掘单元话题承载的主题意义，在语法教学中继续丰富和拓展主题内涵。

（二）以语篇和主题语境为支点，融合“三维动态语法观”和思政元素

语法课绝不是单纯的语法规则的呈现、讲解和训练。拉森-弗里曼（Larsen-Freeman 2003）提出的“三维语法框架”阐释了形式、意义、使用三者的关系，倡导将语言形式、语法意义和语用功能结合在一起。《普通高中英语课程标准（2017 年版2020 年修订）》（以下简称《课程标准》）也提出以语言运用为导向的“形式—意义—使用”三维动态语法观，即语法意义应在融合思政元素的过程中得到丰富和提升，在情境使用中得到内化。在此过程中，教师应依托语篇，创设情境，赋予活动血肉和灵魂，引导学生在输出表达中内化思政元素，体验和感悟课堂中渗透的育人价值。

（三）以活动任务为焦点，串联课堂思政的主线

语法课上的活动任务普遍存在“不走心、走过场”的现象，无法真正增强学生的体验感和感受力。教师应聚焦活动任务的设置，遵循“情节上相关、逻辑上相连、情感上相交”的原则，确保活动随着课堂的推进层层深入，课堂思政的主线清晰可见，浑然天成。

（四）以语言温度为亮点，唤起学生情感共鸣

语言是符号，也是思想和情感的载体。语法课堂上输入性语言的温度能够唤起学生的共情力，能够“润物细无声”般地滋养学生的内心。教师可以通过修辞、对比、反衬、细节描写等手段修饰语言，增强语言的感染力和魅力，提高语言的情感浓度，让有温度的语言在课堂上产生催化作用。

（五）以育人发展为终点，落实立德树人根本任务

语法课不应该只是工具性的代名词，更应该体现人文性，指向育人目标。在新课程背景下，语法课应承担立德树人的使命，培养学生的家国情怀，启发他们在“人与世界、人与自然、人与社会、人与自我”中得到全面发展，真正落实立德树人根本任务。

二、高中英语语法教学融入思政元素的教学案例

下面，以人教版高中《英语》必修一Unit 4 Natural Disasters 的Discovering useful structures 为例，探究如何在高中英语语法课中融入思政元素。

（一）联系时代背景，激活已知，开启思政大门

在中国共产党庆祝百年华诞的背景下，教师带领学生回顾中华民族在中国共产党的带领下走过的艰难岁月，选取1976 年唐山大地震、1998 年抗洪、2008 年汶川地震等话题，用感人肺腑的图片展现中华民族团结英勇、不畏艰难的精神，使用定语从句串联重大的苦难时期。

【设计说明】结合时代背景，抓住学科思政和立德树人契机，对学生视觉和心灵进行冲击，激活他们已有的定语从句知识。

（二）创建基于单元阅读的文本，融合语法学习和思政主旨

教师缩写本单元ReadingandThinking 部分的阅读文本The Night The Earth Didn’t Sleep：At 3:42 a.m.on 28 July 1976，one of the most deadly earthquakes of the 20thcentury struck Tangshan，which caused a lot of damage and thousands of deaths.A huge crack that was eight kilometers long and thirty meters wide cut across houses，roads and canals.Nearly everything in the city was destroyed.But hope was not lost.Soon after the quakes，the army sent 150 000 soldiers to Tangshan to dig out those who were trapped and to bury the dead.More than 10 000 doctors and nurses came to provide medical care.Workers built shelters for survivors whose homes had been destroyed.Water and food were brought into the city by train,truck and plane.Slowly the city began to breathe again.

对学生进行提问：“（1）How deadly was the earthquake? Find the supporting evidence.（2）How did Tangshan get back up on its feet?”学生快速浏览文本，找出答案：“（1）One of the most deadly earthquakes of the 20thcentury struck Tangshan，which caused a lot of damage and thousands of deaths.A huge crack that was eight kilometers long and thirty meters wide cut across houses，roads and canals.（2）Soon after the quakes，the army sent 150 000 soldiers to Tangshan to dig out those who were trapped and to bury the dead.More than 10 000 doctors and nurses came to provide medical care.Workers built shelters for survivors whose homes had been destroyed.”

直接讲授语法规则会剥夺学生感知和探究语法知识的机会，浪费其自主学习的时机。教师可以引导学生观察并分析句子构成，找出关系代词所指内容，总结关系代词that、which、who、whose 的功能。继续对学生进行追问：“Can we leave out these attributive clauses?Why?”学生通过比较分析，发现并总结定语从句的意义和功能，认为定语从句能够帮助读者感受唐山大地震的破坏性，为主句提供信息的补充和支撑。随后指导学生将定语从句拆分成两个独立的单句，进一步启发其思考定语从句的功能。

【设计说明】以单元话题为起点，以篇章为支点，引导学生发现定语从句的形式，从而总结和归纳定语从句的规则。通过问题链进一步启发学生通过比较语用效果思考定语从句的意义和功能，即为主干信息提供支撑和佐证，丰富主句内容，紧密衔接主从句信息，增强句子的美感。

接着，教师呈现唐山这座城市的新面貌，引用教材中的一句话：“Tangshan city has proved to China and the rest of the world that in times of disaster，people must unify and show the wisdom to stay positive and rebuild for a brighter future.”引导学生总结中国人民在灾难中团结友爱的精神。

（三）创设真实情境，在语言交际中延展思政主题

三维动态语法观是以语言运用为导向的，而文本建构活动的特点是学习者使用有关语法外显知识实现话语产出，完成活动所设定的交际目标（王昊、任佳、刘永兵2020）。

教师展示一组汶川地震图片，并提出问题：“What can you see in the pictures?”引导学生用定语从句描述图片内容。学生回答如下：

I can see a mother holding a photo of her son，who was trapped in the ruins.

I can see some schoolbags，whose owner lost their lives in the earthquake.

I can see a man who is crying on the ruins of his house.

教师展示另一组图片，并提问学生：“What else can you see in the pictures?”通过对比两组图片，学生感受灾难面前中华民族团结一心、共渡难关的决心。教师创设情境，为缅怀汶川地震逝者，CGTN 特制作一期访谈节目，让学生角色扮演CGTN 主持人和四名用拼搏奋斗谱写生命华彩篇章的幸存者，要求他们在对话中使用定语从句。

学生采访实录如下：

Reporter：Welcome to the show! I’m sorry for what you guys went through! Do you still remember the moment when the earthquake struck Wenchuan?

Survivor 1：Yes，I can clearly remember we were in the classroom，which began to shake so hard that we couldn’t even stand.

Survivor 2：I could see bricks falling down and hear my classmates shouting，who were too scared to move.

Reporter：How did you feel when you were trapped in the ruins?

Survivor 3：I felt terrified because I couldn’t move in the ruins，which caused so much pain and injury.I felt like I couldn’t breathe.

Survivor 4：I could tell there were people searching for us，whose voice，however，was so weak.I felt like hope is almost gone.

Reporter：Luckily，all hope was not lost.So who saved you?

Survivor：Finally，the soldiers and firefighters arrived and found me，who tried to pull me out and rush me to the doctors.

Reporter：Why did you prefer to become a doctor，a nurse or a firefighter?

Survivor 1：I’m so thankful to the soldiers，doctors and firefighters，who saved my life.They gave me a second chance to live，which is why I want to become a doctor.I can help those who suffer great pain.

Survivor 2：I can’t thank them enough.I was touched by the heroes，whose spirits still live in my heart，so I want to help those who lost arms or legs.

Reporter：I wish you could carry on the spirits and power to help those who are struggling in their life.Best wishes to you all!Thank you!

【设计说明】通过拓展话题素材，学生看图说话，练习和巩固定语从句。学生在角色扮演中迁移所学定语从句，学会准确、恰当、得体地使用定语从句表达意义，同时通过真人真事感受渺小的个人在灾难面前展现的坚韧与勇毅，感动于一个个从废墟中重生的中国人将伟大的精神力量传递和延续。

（四）创作真情语言，在学生综合运用语言中编织思政主线

教师应设计综合化、情境化、有真实意义的语言运用活动，引导学生基于新的知识结构，通过自主、合作、探究的学习方式开展交际活动，形成语法能力（潘正凯2018）。

教师展示中国派遣救援队前往土耳其参与地震救援的图片及新闻报道。

On February 6，two terrible earthquakes struck Turkey，which caused thousands of deaths and damage.China sent a team of experts and rescue workers to the earthquake-stricken areas，where people were suffering and struggling for survival.They helped dig out those who were trapped in the ruins and put up shelters whose houses were reduced to ruins.With joint efforts and advanced devices and instruments，Chinese team successfully pulled a woman out of the ruins，who was buried in the ruins for more than 100 hours.Everyone burst into thunderous applause and cheers on the spot and her family burst into tears of gratitude.

通过观看感人的画面和文字，学生进一步强化对定语从句功能和意义的感知。教师设置写作任务：假设你是获救女子的家属，请你为中国救援队写一张感谢卡。

学生呈现作品：

采用CTV模式作业前的准备工作包括：海上气象和海况条件的确定；应急预案的确定；外输系统和设备的检查；溢油回收装置的准备和辅助船的就位；油船的应急解脱程序和紧急停运计划的制订等。

I’d like to convey my heartfelt thanks to Chinese heroes who saved my daughter’s life.When we were struggling and felt like there was no hope，you brought a ray of light that cut through the dark.You gave us a second life，which will always inspire us to make a difference to others’lives!

【设计说明】学生通过写感谢卡，提升了运用定语从句表达的积极性。本环节体现了以语言运用为导向的“形式—意义—使用”三维动态语法观。学生在表达意义的同时对本堂课主题意义的感知不断深化，在感受中国和土耳其救援队跨越国界、倾力合作创造了一个又一个生命奇迹、传播大爱的同时，深入感受民族的博爱和大国的担当。

【设计说明】通过发表网络评论，学生运用定语从句表达的积极性和兴趣得到提升，实现以语言运用为导向的“形式—意义—使用”三维动态语法观。学生在表达意义的同时对本堂课主题意义的感知不断深化，通过致敬英雄，汲取精神力量，实现自我成长。

（五）总结回顾，沉淀思绪，升腾情感

教师启发学生思考：“What spirits have been driving our Chinese nation to move forward with more solid steps in front of all the difficulties?”学生纷纷表达感受：“brave，united，hard-working，strong，determined，tough...”

教师朗诵原创诗歌To heroes。

We have come a long way down this road，which is covered with blood and tears.

There is always a hand that holds you tightly.

There is always light that drives away darkness.

There is always sunshine that melts away ice.

There is always spring that brings new life.

There is always love and help that spread far away.

There are always you and me who pass down the spirits of heroic Chinese people!

最后，教师引用习近平在庆祝中国共产党成立95 周年大会上的讲话中的金句结束本堂课：“Our Party and people stand together and keep flesh-and-blood ties，which is the basic guarantee of the Party in overcoming all difficulties and risks.”As the saying goes，“He who wins over the people wins the country；he who loses the people loses the country.”（党与人民风雨同舟、生死与共，始终保持血肉联系，是党战胜一切困难和风险的根本保证，正所谓“得众则得国，失众则失国”。）

教师借用排比和压头韵的修辞手法完善板书：“China is a nation that struggles；a nation that survives；a nation that stands!”

【设计说明】通过聆听诗朗诵和习近平总书记的金句，进一步体会在灾难面前党和人民风雨同舟、生死与共，激励学生不断传承中华民族伟大的精神力量，坚持民族自信和道路自信。

结语

《课程标准》将立德树人作为英语学科的根本任务，广大英语教师应肩负起这一重要使命，将英语课堂打造成课程思政的主阵地和德育场。在高中英语语法课上，教师要将育人目标和思政元素融入课堂活动，发展学生的语言运用能力，丰盈他们的情感世界，润物细无声地培育其家国情怀和责任担当，传递中国力量、中国智慧和中国精神，用有血有肉的语法课培养社会主义建设者和接班人。