小学英语课程思政融合教育案例例谈小学英语单元整体教学视角下的课程思政教育【案例背景】国无德不兴，人无德不立习近平总书记在中国共产党第十九次全国代表大会上的报告中指出“要全面贯彻党的教育方针，落实立德树人根本任务，发展素质教育，推进教育公平，培养德智体美全面发展的社会主义建设者和接班人所谓课程思政，就是以全员、全程、全课程育人格局的形式将各类课程与思想政治理论课同向同行，形成协同效应，把“立德树人”作为教育根本任务的一种综合教育理念随着新课程改革在小学英语教学中的实施，新时代的教育工作者要逐渐重视对学生的思想政治教育在小学英语课堂教学中，不仅要培养学生英语知识和英语技能，还要在课堂教学环节逐渐渗透课程思政的教育理念通过课程思政教学模式，有效提高小学阶段学生的综合素养，促进学生全面发展，这对学生未来的学习和成长都有非常重要的现实意义义务教育英语课程标准（2011年版）明确提出了“英语课程具有工具性和人文性双重性质”，“英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历,形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观”。
在实际的小学英语教学中，教师不仅要发挥其工具性，还要落实其人文性育人功能，以英语教材内容为基础，实施德育渗透的教学设计与实践在实现课程的知识传授、能力培养等基本功能的基础上，深入挖掘思政教育内涵，整合资源，优化课堂，促进学生思维发展，推动英语学科教学回归“育人”本位然而，目前在小学英语教学中，虽然也有思政教育的渗透和融入,但实效性不高，往往只是简单提及教材表层可见的思政教育现象，没有深挖内涵；形式多以空洞地说教为主，缺乏知行合一的实践活动,难以触动学生的心理世界；或是为融合而融合，只在一节课快结束的时 候“唱高调”，课后完全抛在脑后，使之过于生硬如何避免这些误区，将小学英语课与思政教育能够更加自然无痕地融入在一起，接下来笔者将通过译林版英语五年级下册U n i t7 C h i n e se F e sti va l 这一单元的三个不同课时的课堂片段，从挖掘教材内涵、设计课堂活动和布置课后作业出发，例谈如何在整体性的单元教学设计中张弛有度地渗透德育教学，寓道德教育于语言教学之中案例片段】片段一1：U n i t7 C h i n e se F e sti va l (S tory ti m e)课时 1T:G ood m orn i n g,b oys a n d g i rl s.T od a y,we 1 1 l e a rn U n i t7 C h i n e se F e sti va l.W h a t d o you k n ow a b out C h i n e se f e sti va l?S:I k n ow S pri n g F e sti va l T:G ood j ob.Y ou h a ve k n own som e C h i n e se F e sti va l s.N owl e t s sc a n th e story,se e wh a t f e sti va l s a re i n trod uc e d i nth e story.S:S pri n g F e sti va l,D ra g on B oa t F e sti va l,M i d-a utum nF e sti va l,D oub l e N i n th F e sti va l,T:W h a t a spe c ts a re m e n ti on e d?(N a m e,T i m e,F ood,A c ti vi ti e s)T:W e l l,n ow l e t s k n ow m ore a b out D ra g on B oa t F e sti va l.D o you k n ow th e ori g i n of th i s f e sti va l?W h y d o we e a t Z on g zia t th i s f e sti va l?.S:T:L on g l on g a g o,th e re wa s a f a m ous pa tri oti c poe t Q uY ua n wh o h e a rd th e c a pi ta l of C h u wa s b rok e n th roug h b y th eQ i n a rm y.O n th e 5 th d a y of th e 5 th l un a r m on th,h e j um pe di n to th e M i l uo R i ve r a n d d i e d f or h i s c oun try.T o se n dth e i r c on d ol e n c e s,pe opl e swun g th e i r b oa ts a b ove th e ri ve r.L a te r i t d e ve l ope d i n to d ra g on b oa t ra c i n g.T：A n d wh a t d oe s i t re m i n d you wh e n we ta l k a b out M i d a utum n f e sti va l?S:M oon,m oon c a k e s,C h a n g e,Y utuT:D o you k n ow th e poe m s a b out M i d-a utum n F e sti va l?S：T:L ook,l e t s e n j oy a f a m ous poe m a b out i t.S:T:When you read this poem and watch the moon,what doyou feel?S:I feel a little sad.I feel this is poem is verybeautiful.片段二：Unit7 Chinese Festival(Culture time and Cartoont i m e)课时3T:You have known some Chinese Festivals.Look at thesepictures,what festival is it?S:Hal loween.T:When is it?What do people do and eat at Halloween?Let s read the culture time to know about it.S:Halloween is on the thirty-first of October.Children usually dress up.They knock on people,s doorsand shout“Trick or treat?”for sweets.T:What else do you know about Halloween?Let s watch avedio.S:People usually make pumpkin lanterns.T:Do you know any other western festivals?S:Easter,Christams,ThanksgivingT:What do we do on Thanksgiving Day?Look at thesepictures,what do they do?S:They say thank you to their family,friends,T:What do you do on this Day?S:Make the card,help parents do houseworkT:Yes,thanks to our family and friends,not only onThanksgiving Day.T:In the cartoon,Tina and Bobby give the presents tomother for Mother s Day.What do you usually do?S:I do housework I make some card IT:At the end of this cartoon,their father says”Isthere a Father s Day?”So what will happen then?Let,simagine and think.Make a dialogue in groups.片段三:Unit7 Chinese Festival(Checkout tim e)课时 4T:No matter Chinese Festival or Western Festival,theyal 1 have the meaning.Why do we have these festivals?S:T:Yes,we have some festivals for fun,some forhappiness,some for blessing,some for reunion,and some formemory.T:Here are some picture books about differentfestivals,today let s know one of them.You have read itbefore this lesson at home.Look at this cover.What can yousee?S:Dragons,the name of the story is The old dragon hasnine sons.T:Do you know the story?How many sons does the dragonking have?What can they do?.S:T:What do we know from this story?S:,Everyone is different.We are special.T:Yes,Everyone has their own strong points.You are whoyou are,just be yourself.T:Let,s focus on today,s homework.To be a spokesmanof one festival that you like or know we11.You can make aposter,make a V-log,write a passage or any other forms.【案例分析】一、充分挖掘教材，渗透思政教育译林英语教材中的主题语境可以划分为三大类：人与自我、人与社会和人与自然，具体话题包括：学校、身体、数字和颜色、房间、饮食、动物、活动、假期、周末、朋友、季节、购物、职业、交通和位置等。
英语教师要对教学目标、教学内容、教学语言等方面进行详细分析，深入挖掘小学英语课堂中的思政元素，确保小学英语课堂育人功能的实现如，在教授学校相关话题时，教师可以教育学生热爱学校、尊敬老师、爱惜问句用品等等；对于朋友这一话题则可以拓展到如何与他人相处，诚信友善、互相尊重、互相包容、互帮互助等等；对于饮食类话题，教师就可以延伸到养成良好的生活习惯、饮食习惯,做到厉行节约，珍惜粮食，加强体育锻炼等等；对于动物类话题，教师就可以跟同学一起谈论动物保护、环境保护等生存问题；对于职业的话题，可以引导学生尊重尊敬各行各业等在 上 面 的C h i n e s eF e s t i v a l案例中，片段一是本单元第一课时S t o r y t i m e的。