为增强“立德树人”的实效性，学科德育渗透应运而生。尽管目前有关德育的研究已经颇丰，但针对高中英语教材所蕴含德育渗透内容及途径的具体研究仍相对欠缺。

因此，本研究旨在探究我国高中英语教学中使用范围较广且具有一定代表性的新人教版高中英语教材中蕴含的德育渗透内容及途径。首先，参考相关权威政策文件，综合制定本研究中的德育元素分析框架。其次，通过内容分析，总结新人教版高中英语教材全套7册书中共159个语篇的文本主题，并进一步提炼文本主题蕴含的德育渗透内容，从而把握该版教材中所蕴含德育渗透内容的分布与构成特点、德育渗透途径启示。

经分析与梳理，本研究发现新人教版高中英语教材的德育渗透内容主要有以下分布特点：第一，“人与自我”范畴的德育元素出现频次最多、占比最高，其次是“人与国家”范畴、“人与社会”范畴的德育元素。第二，从具体德育渗透元素的出现频次及其在各德育范畴的占比来看，教材中有关科学素养教育的德育元素出现频次最多，其次分别是个性品格教育，家国情怀教育、公民意识教育、生态文明教育。第三，从教材板块分布来看，教材中的德育元素在选择性必修板块的分布密度较大。第四，从单册教材来看，教材中德育元素出现频次从必修一到选择性必修四各册整体呈现微弱下降的趋势。

通过进一步提炼与分析，本研究发现新人教版高中英语教材中德育渗透内容的构成主要有以下四大特征：大部分德育渗透内容有较强的启发性；深化国际理解，讲好中国故事；尤其关注“人与自我”德育范畴且围绕单元整体渗透；重视帮助学生树立多维立体的问题批判意识与解决能力。结合该版教材中德育渗透内容的分布与构成特点，本研究发现并提出了该版教材所蕴含的德育渗透途径，包括：教材内语篇的活动设计蕴含德育渗透途径；教材语篇需教师深入研读，分析德育元素并设置德育目标；教材语篇提供教育契机，教师应在活动中渗透德育；教材单元内语篇德育价值相联系，教师应立足单元整体渗透。

最后，基于对新人教版高中英语教材德育渗透内容的探究，本研究也提出了相应的教材优化建议，如应优化教材中德育渗透内容分布的规律性、并适当丰富教材“人与社会”范畴的德育渗透内容。

In order to strengthen the effects of “fostering virtues through education”, infiltrating moral education within curriculums comes into being naturally. Although previous studies relevant to moral education have been sufficient, to some extent, the specific studies focusing on analyzing the infiltrated moral education content and means in Senior high school English textbooks are not adequate.

Therefore, this paper aims to explore the content and means of moral education infiltrated in the Senior English textbooks published by the People’s Education Press in 2019, which are both widely used and representative in China’s Senior English teaching. First of all, a framework for analyzing the moral education elements is synthesized with reference to relevant authoritative documents. Besides, this research adopts content analysis to summarize the textual topics of the 159 discourses within the 7 Senior English textbooks of the New PEP edition and further abstracts their infiltrated moral education content based on the analytical framework in this study, so as to figure out the distribution and composition features as well as the enlightening means of moral education infiltrated in the textbooks.

After analyzing and sorting, this study finds that the moral education content infiltrated in the New PEP Senior English textbooks has four main distribution characteristics. First, moral education elements in the category of “people and self” appears most frequently and account for the highest proportion, followed by the category of “people and state” as well as “people and society”. Second, in terms of the frequency of specific moral education elements and their proportion, the moral education elements related to science literacy education appear most frequently, followed by character education, family and country education, civic consciousness education and ecological civilization education, respectively. Third, from the aspect of different textbook parts, the distribution density of moral education elements is higher in the selective compulsory part. Fourth, from the perspective of a single textbook, the frequency of moral education elements in the textbooks slightly shows a decreasing trend from compulsory 1 to selective compulsory 4 volumes.

Through further refining and analyzing the moral education content infiltrated in the New PEP Senior English textbooks, this study discovers some main features about its content composition: most of the moral education content is highly enlightening; deepening international understanding and presenting compelling China stories are highly motivated; the moral education category of “people and self” appears most frequently and the moral education content is located based on a unit as a whole; cultivating students’ awareness of critical thinking and ability to solve multi-dimensional problems are also highly emphasized. Besides, based on the distribution and composition characteristics of the moral education content infiltrated in the textbooks, this paper also proposes some enlightening means for infiltrating moral education: the design of activities in the textbooks contains means of moral education infiltration; the discourses within the textbooks require teachers to have an in-depth study so as to analyze the moral education elements and set goals of moral education; the discourses of the textbooks provide educational opportunities, which requires teachers to infiltrate moral education into activities; the moral values of the discourses in the textbooks are closely related, which requires teachers infiltrate moral education based on a unit as a whole.

Finally, by analyzing the infiltrated moral education content within the New PEP Senior English textbooks, this paper also puts forward some advice for improving the textbooks: optimizing the regularity of the moral education content distribution; enriching the moral education content in the category of “people and society” properly.