在新一轮课程标准改革的背景下，新高考和新教材的“双新”改革也应运而 生。依据《国家普通高中英语课程标准（2017 版）》要求，培养学生英语学科核 心素养，落实立德树人的根本教育任务，新教材的编写也已完成并投入使用。其中，新人教版（2019 版）高中英语教材的使用范围最广，因此对其进行深入研究 有一定必要性以及现实意义。近年来，关于学科育人价值的研究成为了热点话题， 不论是理论搭建还是教学实践层面的研究都层出不穷。然而，针对基础教育英语 教材中的育人价值研究尚有研究留白之处。为此，本研究剖析新人教版（2019版） 高中英语教材中承载的英语学科育人价值，旨在为新教材的编写者、英语教师、 研究者等提供育人层面的建议。

    本研究深入挖掘新人教版（2019 版）高中英语教材中体现的育人价值及其 采用的育人方式。通过修订杜锐（2019）在新课标基础上制定的育人框架，重点 关注教材中必修一至三，选择性必修一至四共 7 本教材的育人价值内容的类型、 频次、方式。采用内容分析法，运用编码工具 Nvivo 11 Plus 对教材的育人价值进 行定性与定量相结合的研究，结合研究过程中的发现以及编码统计呈现研究成果。

    主要的研究结果和发现如下：第一，从育人价值的数量和类型来看，新人教版高中英语教材中单元主题以及具体语篇承载了丰富的育人数量，涵盖了育人框 架内的六大育人范畴下的育人价值。其中，“多元态度”和“跨文化能力”育人 维度下的育人价值数量最多，而对于“思维能力”的育人内容缺乏整体的单元主 题建设。 第二，从育人价值呈现的方式来看，新人教版高中英语教材中采取了 活动、图片、问题、任务、格言名句、练习的方式引导育人价值的实现。其中， 教材中采用最多的育人方式是活动，注重生生互动的影响。图片的使用也利于育 人价值的达成。其余各育人方式的分布合理，采用频数也较为平均。

    综上所述，建议新教材编写者进行整体设计和语篇筛选时应注重各层次育人 价值的合理分布。此外，英语教师在使用教材实现育人目标时应补充以思维为专 题的材料。同时，注意挖掘教材中蕴含的育人价值，并采用有效的方式实现育人 内容。未来研究者可以通过访谈、调查教材实际使用层面开展育人价值的研究。

    According to the requirements of new National English Curriculum Standards for Senior High Schools (2017 edition), new textbooks have been completed and put into use to cultivate students’ English key competency and moral value. Among them, the People’s Education Press (2019 edition) high school English Textbooks are the most widely used, so it is necessary to conduct study on it. Although educational values of English Subject have become a research focus, there still exists research gap. As a result, this study analyzes contents and ways of educational values in English textbooks (PEP 2019 edition), aiming to provide suggestions for new English textbooks writers, English teachers and researchers.

    This study discussed embodiment of educational values and the way they present in English textbooks. Adapting framework of educational values developed by Du Rui(2019), the paper focuses on types, frequencies and ways of presenting educational value in 7 textbooks, including 3 compulsory textbooks and 4 selective textbooks. The research method of content analysis and coding tool Nvivo 11 Plus are used.

    Major findings and research results are listed as follows: Firstly, in terms of the number and types of educational values, it carries a huge number and covers six categories of educational values. Textbook contents concerning “diverse culture” and “cross-cultural ability” are the largest. However, it lacks a unit construction to discuss “thinking ability”. Secondly, for ways of presenting educational values, activities, pictures, questions, tasks, quotations and exercises are used to convey educational values. Activity is the most frequently used one, which helps to cultivate educational value through students’ interaction. The use of pictures also facilitates the realization of educational values. The rest are evenly distributed.

    Above all, it is suggested that for new textbook writers, attention needs to be paid on distributing educational values when designing textbooks. For teachers, materials concerning thinking ability can be complemented. Also, teachers can explore more educational values in textbooks and present it properly. Further studies on educational values in English textbooks can be conducted through investigation or interview.