教材建设的国家事权属性决定教材编写需要承载国家意识,但目前关于国家意识如何融入教材编写的实践研究很少。本文以大学英语教材为样本,依据外语教材国家意识的编写理论框架,剖析国家意识融入大学英语教材编写的路径与特征。研究发现,国家意识贯穿大学英语教材编写的全过程:编写理念与课程思政有机结合,教材内容构建了“认知—情感—行为”三位一体的国家意识话语体系,任务采用“情景创设—实践应用—价值引领”的递进设计,并以多模态的方式呈现国家意识元素,兼具符号性、对话性、导向性和互动性的特征,可为后续外语教材建设提供方法论参照。

The fact that textbook development is a matter of national sovereignty means that textbooks must embody national consciousness; however, there is currently little practical research on how to integrate this consciousness into the textbook compilation process. Taking college English textbooks as samples and drawing on a theoretical framework for embedding national consciousness in foreign-language textbooks, the paper dissects the pathways and characteristics of such integration. This study finds that national consciousness runs through the entire process of college English textbook development: the compilation philosophy is organically combined with curriculum-based ideological and political education; the content builds a tripartite discourse system of “cognition, emotion, behavior”; the tasks adopt a step-by-step design of “situation creation, practical application, value guidance”; and national consciousness elements are presented in a multimodal way, featuring symbolism, dialogism, orientation and interaction. These findings can serve as a methodological reference for future development of foreign-language textbooks.