《普通高中英语课程标准（2017 年版 2020 年修订）》提出高中英语课程要发挥育人功 能，培养学生的英语学科核心素养，英语阅读教学对于学生学科核心素养的培养有着重要影响和关键作用。在我国高中英语教学的进程中，人们通常会将注意力集中在语言知识学习方面，注重对学生语言技能的训练，对于德育教学的关注度不够可能会影响英语学科德育的进 程。英语学科具有工具性和人文性融合统一的特点，多种类型的英语教学资源中包含了许多 德育元素，阅读语篇的主题丰富多彩，为在英语学科中渗透德育提供了依据与条件。 本文通过课堂观摩的方法研究了全国高中英语教师基本功大赛的 30 节优质阅读课例视频，具体观察、记录、分析、总结其英语阅读教学的课堂活动中德育渗透在德育元素、 教学资源、课堂活动等方面的特点。研究结果表明，在德育元素方面：英语教师在英语阅读课堂活动中能够分析、挖掘文本和语料中蕴含着的丰富的德育元素；在教学资源方面：教师大多可以使用较为丰富的教学资源，如静显性教学资源、潜隐性教学资源和生成性教学资源三大主要类型等；呈现较 为丰富的特点，如引领性、系统性、时代性、趣味性、开放性等特点；在课堂活动方面：教师在高中英语阅读教学中进行德育渗透时，可以在学习理解、应用实践、迁移创新三个不同的层面设计较为合理、层层递进的教学活动，其中，学习理解类活动涉及获取和梳理文本中承载的价值观；应用实践类活动涉及在解决问题和完成任务的过程中，逐步内化并认同这一价值观，促进学中用、用中学；迁移创新类活动指在新情境中践行这一道德观念，解决真实生活中的真问题，达到学用结合的目的。本研究希望通过分析高中英语教师在英语阅读教学课堂中渗透德育时采取的策略，为了解德育在英语阅读课堂的实施情况提供一些实证经验，也为未来教师在英语阅读教学中选择和使用具体的德育策略提供一些参考。

The English Curriculum Standard for Senior High School (2017 Edition 2020 Revision) proposes that high school English curriculum should play the educational function and cultivate students 'core literacy of English subjects. English reading  teaching has an important influence and plays a key role in the cultivation of students' subject core literacy. In the process of English teaching in high schools in China, people usually focus on language knowledge learning and pay attention to the training of students' language skills. Lack of attention to moral education teaching may affect the process of moral education in English subjects. English subjects have the integration of tools and humanity, various types of English teaching resources contain many moral education elements, and the theme of reading stories is rich and colorful, which provides the basis and conditions for the infiltration of moral education in English subjects. The paper studies the videos of 30 high-quality reading lessons of the National High School English Teachers' Basic Skills Competition by means of classroom observation, and observes, records, analyzes and summarizes the characteristics of moral education in moral education elements, teaching resources, classroom activities and other aspects in the classroom activities of English reading teaching. The results of the study show that,in terms of moral education elements: English teachers can analyze and explore the rich moral education elements contained in the text and corpus in the English reading classroom activities; In terms of teaching resources: most teachers can use relatively abundant teaching resources, such as static dominant teaching resources, hidden teaching resources and generative teaching resources three main types; Present a relatively rich characteristics, such as leading, systematic, contemporary, interesting, open and other characteristics; In terms of classroom activities: when teachers penetrate into moral education in high school English reading teaching, we can design reasonable and progressive teaching activities at three different levels of learning and understanding, application practice, transfer and innovation, among them, learning and understanding activities involve acquiring and combing the values carried in the text; Application practice activities involve in the process of solving problems and completing tasks, gradually internalize and recognize this value, promote the use of learning and middle school; Transfer and innovation activities refer to the practice of this moral concept in a new situation, solve real problems in real life, to achieve the purpose of combining learning and use. It is hoped that by analyzing the strategies adopted by high school English teachers in penetrating moral education in English reading teaching classroom, it can provide some empirical experience for understanding the implementation of moral education in the first-line classroom, and also provide some reference for future teachers to choose and use specific moral education strategies in English reading teaching.