石家庄学院学报

采用课堂观察法和语料库驱动法，从课程思政视角分析同种课型和不同课型间外语教师课堂积极话语建构异同。将20名“外教社杯”全国高校外语教学大赛教学大赛获奖教师分为综合课组和视听说课组，对比不同参赛年份和课程组别的教师思政话语频次和维度发现：外语教师思政育人的自觉性不断提高；不同课型的教师课堂积极话语建构存在差异，综合课组教师的积极话语频次显著高于视听说课组；教师的积极话语大多为思想素质维度；积极话语数量不是教学效果的决定因素；授课主题影响教师课堂积极话语的维度分布。研究表明：相关政策引导是教师思政意识的助推剂，而课程内容是课程思政的重要前提，但受到课程类型和单元主题的影响。

This study employs classroom observation and corpus-driven methodologies to analyze the similarities and differences in the positive discourse construction of foreign language teachers between the same course type and different course types from the perspective of curriculum-based ideological-political education. The comprehensive course group and the audio-visual speaking course group are two categories into which the 20 award-winning teachers of the SFLEP National Foreign Language Teaching Contest are divided. A comparison of the frequency and dimensions of ideological and political discourse across different years and course groups reveals that foreign language teachers are becoming increasingly aware of the importance of ideological and political education. There are differences in the way teachers construct positive discourse across different course types, and the frequency of positive discourse is significantly higher for teachers in the comprehensive course group than for those in the audiovisual speaking course. The comprehensive course group exhibited a higher level of discourse than the audio-visual speaking course. The ideological quality dimension is the primary focus of teachers' positive discourse. The quantity of teachers' positive discourse is not a determining factor in teaching effectiveness. Thematic considerations influence the distribution of positive discourse among instructors. The research indicates that relevant policy guidance is a booster for teachers' ideological-political awareness, while course content is a prerequisite for curriculum-based ideological-political education. However, the influence of the course type and the subject matter of the unit must be considered.