课程思政视域下高职院校英语教师专业身份构建的认知研究  

A Cognitive Research on English Teachers′Professional Identity Construction in Higher Vocational Colleges from the Perspective of Ideological and Political Education

作　　者：李芝莉[1] LI Zhili(School of Humanity and Social Science,Guangzhou Civil Aviation College,Guangzhou,Guangdong 510403,China)

机构地区：[1]广州民航职业技术学院人文社科学院,广州510403

出　　处：《青岛职业技术学院学报》2022年第1期31-35,共5页Journal of Qingdao Technical College

基　　金：第十批中国外语教育基金项目(ZGWYJYJJ10A081)。

摘　　要：高职院校英语教师专业身份构建可以通过教学团队建设、教师素养培养、教师角色定位以及教师教学考核体系四个方面进行对比研究。在体认语言学理论的视角下,影响高职院校英语教师专业身份构建的三个主要因素为互动体验、认知加工以及语言结构提升。在课程思政视域下,这三个主要因素对高职院校英语教师专业身份构建有促进和提升作用。Through a contrastive study covering four major aspects,namely,the rank of teaching groups,the development of teacher competence,the orientation of teacher role and the system of teaching evaluation.This paper analyses the effects of three key factors,namely,interactive embodiment,cognitive processing and the enhancement of language structure from a theoretical perspective of embodied-cognitive linguistics during a dynamic construction process of English teachers′professional identity.With a background of ideological and political education,these three factors are employed to enhance and enforce the teachers′professional identity in higher vocational colleges.

关 键 词：高职院校 英语教师 专业身份 体认语言学 课程思政 

分 类 号：H319.3[语言文字—英语]