随着当今教育范式的转变，高中英语教育面临着诸多挑战与机遇。2017年教育部发布的《普通高中英语课程标准》进一步强调了发展学生核心素养的重要性，其中特别强调了在英语学习中融入多样化的选修课程以促进学生全面发展的需求日益增长。然而，现有的英语影视欣赏课程在高中选修课程体系中尚未得到充分的开发和实施，该课程的教学面临的主要问题包括课程内容与学生需求的脱节，教学方法的单一，以及缺乏有效的课程评估机制等。此外，影视作为一种有力的教学媒介，在培养学生核心素养方面具有独特的优势，但这些潜能在现行课程设计中尚未得到充分利用。 本研究采用的是基于设计的研究方法（Design-Based Research, DBR），这是一种结合实际教育环境进行迭代设计、实施和反思的研究方法，能够紧密结合真实而具体教学需求和挑战，通过实地的实施和反馈收集，实时迭代的教学调整及优化，解决真实的教育问题，以达到理想的教育成果。基于设计的研究尤其适配于课程开发的独特需求，因为它允许研究者在课程开发过程中，根据学生和教师的即时反馈进行动态调整，从而不断优化教学策略和课程内容，提升研究的实用性和理论的深度。本研究将以高中英语影视欣赏选修课为抓手展开基于设计的研究，深入探索如何有效地整合英语影视欣赏课程到高中英语教学中，研究在中国南部一所具有代表性的高中进行，课程的开发及优化的过程有330名学生和数名同行英语教师的参与。 为了探索如何对高中英语影视欣赏选修课进行开发和优化，本研究的研究过程分为三个阶段：第一阶段为课程的设计，包括设计研究的框架、教学大纲及教学设计等具体的开发；第二阶段为课程实施，通过课堂观察、学生反馈和教师访谈的方式收集课程改进的数据并实时迭代更新课程的设计；第三阶段为课程评估，利用量化和质性的数据评估该课程对学生多方素养产生的影响。与此同时，研究还将聚焦探讨教师如何通过参与课程开发和优化过程中的反思和改进促进自身的专业发展。研究结果显示，经过优化后的英语影视欣赏课程显著提高了学生的学习动机和兴趣、语言能力、思维品质以及学习能力。这门课程不仅让学生学会了如何更深刻地欣赏并学习英语电影，更进一步促进了他们的批判性思维和创造性表达的能力。对教师而言，参与课程的设计和优化不仅增强了自身的专业能力，也深化了他们对教育改革的认识和承诺。 鉴于以上发现，本研究主要为英语影视欣赏课程在高中教育中的应用提供了具体的实施框架和参考依据，并为高中英语课程的创新提供了一些新的思路。通过强调教师参与度和专业发展的提升，本研究希望在教育实践中推广更为灵活有趣的教学模式，研究的结果也对政策制定者和一线教师有一定的参考价值。本论文旨在为未来的英语课程整体优化提供一些实证数据，帮助在高中英语教学中实现传统与创新方法的平衡，从而提升教育质量和促进学生的全面发展。

Amidst transformative shifts in educational paradigms, high school English education is confronted with myriad challenges and opportunities. General Senior High School Curriculum Standards of English (2017 Edition) issued by the Ministry of Education underscored the critical importance of developing core competencies in students, particularly highlighting the growing necessity to incorporate diverse elective courses into English learning to foster holistic student development. However, the current English film appreciation courses within the high school elective system remain underdeveloped and poorly implemented. Primary issues include a misalignment between course content and student needs, a homogeneity in teaching methodologies, and a lack of effective evaluation mechanisms. Moreover, while film is a potent educational medium with unique advantages in cultivating core literacies, its potential has not been fully realized in existing curriculum designs. Therefore, this study employed the Design-Based Research (DBR) methodology, an iterative approach to design, implementation, and reflection within real educational settings. This research methodology, tightly integrated with the authentic teaching needs and challenges, aims to address authentic educational issues through on-site teaching practices and iterative refinements based on direct feedback, with the goal of achieving the optimal educational outcomes. DBR is particularly well-suited to the unique demands of course development as it allows researchers to dynamically adjust the course development process based on immediate feedback from stakeholders. This iterative refinement could enhance the practical applicability and theoretical depth of the research. Utilizing the high school English Film Appreciation elective course as a focal point, this study undertook DBR method to deeply investigate effective integration of film appreciation into the broader high school English curriculum. Conducted in a representative high school located in southern China, the development and optimization process of the course involved the participation of 330 students and several English teachers as collaborators. To explore the strategic pathway of development and optimization of elective courses in high school English film appreciation, the research process of this study was divided into three phases: initial course design including the development of the research framework and detailed instructional design; course implementation, where data for course improvement was collected through classroom observations, student feedback, and teacher interviews; and course evaluation, using both quantitative and qualitative data to assess the impact on students’ multifaceted competencies and the professional development of teachers. Findings indicated that the optimized English film appreciation course significantly enhanced students’ motivation, interest, language ability, thinking capacity, and learning ability. The course not only deepened students’ appreciation and understanding of English films but also advanced their critical thinking and creative expression. For teachers, participation in course design and optimization not only bolstered their professional competence but also deepened their commitment to and understanding of educational reforms. In light of the findings, this study primarily provided a concrete implementation framework and reference for the integration of English film appreciation course into high school education. It also offered new perspectives for the innovation of high school English curricula. By emphasizing the enhancement of teacher participation and professional development, this research aimed to promote more flexible and engaging teaching models in educational practice. The results of this study held significant reference value for policymakers and frontline educators. The thesis aimed to provide empirical data for the overall optimization of future English courses, aiding in the balance between traditional and innovative methods in high school English teaching, thereby improving educational quality and promoting comprehensive student development.