随着时代的发展与变迁，越来越多教育领域的学者开始关注课程及对应教材中的育人价值内容。中国教育部所发布的《普通高中英语课程标准》也明确将“立德树人”作为教育发展的根本任务，旨在发展学生的语言能力、文化意识、思维品质和学习能力，以及结合英语学科的教学中培养具备较高道德水平的优秀学生。因此，研究高中英语教材中隐性育人价值的相关内容是必须且有意义的。

       本文以文本内容分析法结合多模态分析法为基本研究方法，以外语教学与研究出版社的三册高中英语必修教材为研究对象。该版本必修教材每本书有6个单元，每个单元下包含7个子板块内容。基于杜锐等学者们对于育人价值的概念界定及研究成果，确定了教材内容分析的基本分析框架，通过六大显性育人价值范畴的导向，在教材的文本、插图、课后练习等多模态形式下寻找可挖掘的隐性育人价值。

       通过文献研究、文本分析以及数据统计，本研究主要想探究在教材中的隐性育人价值的呈现图式并试图寻找其背后的规律。具体来说，是要回应两个研究问题：第一，如何挖掘外研社版高中英语必修教材中的隐性育人价值？第二，这些隐性育人价值是如何镶嵌于教材之中的？基于上述问题，该研究所得出的结果为英语一线教师提供了于教材内挖掘隐性育人价值的操作方法，并对隐性育人价值框架的内容进行了进一步的补充与说明。此外，本文证实了该版本必修教材的大部分内容可以很好地挖掘出隐性育人价值。并且这些内容在教师的引导下，可以得到很好地整合和利用，进一步阐释和指向了宏观的显性育人价值，有利于学生理解和践行整体的育人价值内容。但同时该教材内部也存在显性育人价值以单元核心主题形式出现时分布不均的情况，以及部分隐性育人价值可待挖掘的内容不够的情况等，需要在接下来版本的教材修订和教师教学过程中发挥其主观能动性来解决。

       With the development and changes of the times, more and more scholars in the field of education have begun to pay attention to the educational values in the curriculum and corresponding teaching materials. The English Curriculum Standard for General Senior High Schools issued by the Ministry of Education of China also explicitly takes "cultivating morality and nurturing people" as the fundamental task of educational development. It aims at developing students' language ability, cultural awareness, thinking quality and learning ability, as well as cultivating outstanding students with high moral standards in the teaching of English. Therefore, it is necessary and meaningful to study the content related to the implicit educational value of high school English teaching materials.
       In this study, content analysis combined with multimodal analysis is the basic research method. And this study takes the three compulsory high school English textbooks published by FLTRP as the research object. This version of the compulsory textbook has six units in each book, and each unit contains seven sub-sections under it. Based on the conceptual definition of educational values and the research results of Du Rui and other scholars, the basic analytical framework for the content analysis of the textbook has been determined. And through the orientation of the six explicit educational values, the implicit educational values that can be mined are searched for in the multi-modal forms of the textbook such as text, illustrations, and after-lesson exercises.
       Through literature review, qualitative analysis, and statistical analysis, this study mainly wants to investigate the patterns of implicit educational values in textbooks and try to find the rules behind it. Specifically, it aims to respond to two research questions: Firstly, how to tap the implicit educational values in FLTRP edition of high school English compulsory textbooks? Secondly, how are the implicit educational values embedded in the textbooks? Through in-depth analysis of these issues, this study provides English teachers with operational methods in tapping the hidden implicit educational values in textbooks, as well as supplements and explains the content in framework of implicit educational values. Furthermore, the study confirms that most of the content of these compulsory textbooks can be well mined for implicit educational values. And these implicit educational values can be well integrated and utilized under the guidance of the teachers, as well as further explains and points to macro explicit educational values, which is helpful for students' understanding and practicing educational values. At the same time, however, the textbook also has uneven distribution of explicit educational values in the form of unit core themes and insufficient implicit educational values, which need to be solved in the next revision of the textbook and the teachers' teaching process by utilizing their subjective initiative.