Ideological and political education in courses is an important task of higher education in the new era.As a crucial part of higher education,foreign language teaching needs to actively explore effective integration wi...Ideological and political education in courses is an important task of higher education in the new era.As a crucial part of higher education,foreign language teaching needs to actively explore effective integration with ideological and political education in courses.The AVIVA teaching model,a student-centered teaching model,provides new ideas for foreign language teaching.Based on an analysis of the current situation of foreign language courses in application-oriented universities,this article discusses the application strategies of the AVIVA teaching model from the perspective of ideological and political education in courses.Through specific teaching practice cases,it demonstrates the effectiveness of this model in improving students’foreign language proficiency and ideological and political literacy,providing a reference for the reform of foreign language teaching in application-oriented universities.展开更多
The construction of ideological-political education within foreign language courses requires an integrated approach that encompasses value shaping,knowledge transfer,and competence cultivation.A critical challenge in ...The construction of ideological-political education within foreign language courses requires an integrated approach that encompasses value shaping,knowledge transfer,and competence cultivation.A critical challenge in this domain is the effective design and implementation of tasks that instill values,while also synergizing with acquiring knowledge and enhancing competencies.This paper delves into the philosophical underpinnings and operational principles of value-shaping task design and its practical application within the context of foreign language teaching.Utilizing Contemporary College English(Integrated Coursebook 3)as a case study,the paper explores value shaping-based task design in ideological-political education of foreign language courses,with the aim of providing references for the construction of ideological-political education in foreign language teaching.展开更多
The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral educat...The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.展开更多
With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied i...With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied in the national TEM4 and TEM8, and with international standards as embodied in international examinations such as Cambridge ESOL, and other descriptions such as the Common European Framework via one quantifiable parameter： vocabulary range. This is justified as vocabulary range offers an approximate but useful guide to the level of a course or a testing system. We hypothesize that the language competence at different levels of our program matches various standard proficiency examinations. Paul Nation＇s Range software was used both in its standard form using his three BASEWRD files and in an adapted form adding the authors＇ own BASEWRD files extrapolated from various levels of our textbook series. This enabled us to compare the vocabulary range of our courses with that of both national and international examinations where word lists are available or recoverable. Research results supported the hypotheses suggested.展开更多
In recent years,with the expansion and extension of China’s free trade platform,construction has gradually developed toward Southeast Asia and South Asia,thus resulting in the phenomena whereby Thai language courses ...In recent years,with the expansion and extension of China’s free trade platform,construction has gradually developed toward Southeast Asia and South Asia,thus resulting in the phenomena whereby Thai language courses have become more common and more universities have begun to cultivate Thai language majors.In this process,improving the effectiveness of Thai courses has become the key;therefore,schools and Thai language teachers should pay attention to this.In order to achieve the language teaching goal put forward by the Ministry of Education,it is necessary to accelerate the development of Thai courses in universities and explore a new development path for them,so that the teaching quality of Thai courses can be guaranteed.Based on this,this paper mainly discusses the development history of the curriculum of Thai language courses in universities.展开更多
基金Research on the Path of Digital Empowerment for the Construction of Ideological and Political Education in Foreign Language Courses in Application-Oriented Undergraduate Universities(Project No.:cqgj23173C)Key University-Level Teaching Reform Project of 2024 of Chongqing Yitong University,“Exploration and Practice of the AVIVA Teaching Model in German Courses of Application-Oriented Universities from the Perspective of Ideological and Political Education in Courses”(Project No.:24JG209)。
文摘Ideological and political education in courses is an important task of higher education in the new era.As a crucial part of higher education,foreign language teaching needs to actively explore effective integration with ideological and political education in courses.The AVIVA teaching model,a student-centered teaching model,provides new ideas for foreign language teaching.Based on an analysis of the current situation of foreign language courses in application-oriented universities,this article discusses the application strategies of the AVIVA teaching model from the perspective of ideological and political education in courses.Through specific teaching practice cases,it demonstrates the effectiveness of this model in improving students’foreign language proficiency and ideological and political literacy,providing a reference for the reform of foreign language teaching in application-oriented universities.
文摘The construction of ideological-political education within foreign language courses requires an integrated approach that encompasses value shaping,knowledge transfer,and competence cultivation.A critical challenge in this domain is the effective design and implementation of tasks that instill values,while also synergizing with acquiring knowledge and enhancing competencies.This paper delves into the philosophical underpinnings and operational principles of value-shaping task design and its practical application within the context of foreign language teaching.Utilizing Contemporary College English(Integrated Coursebook 3)as a case study,the paper explores value shaping-based task design in ideological-political education of foreign language courses,with the aim of providing references for the construction of ideological-political education in foreign language teaching.
基金This paper is a phased achievement of the special project of the“Santai Xinxiu”philosophy and social science program of Taizhou City in 2022 entitled“Research on Quality Assessment of English Education in Vocational Colleges based on the CSE Scale”(22GHQ04)the general project of Taizhou Vocational&Technical College in 2022 entitled“Research on Rational Connotation and Resource Integration Measures of the Building of Ideological and Political Theory Teaching in All Courses”(2022YB13)the project for teachers’professional development by college domestic visiting scholars in 2020 entitled“Research on the Reconstruction and Implementation Path of New Business Major Curriculum from a Combined Perspective of Professionalism and Innovation-An Example of the Course‘Implementation and Optimization of Foreign Trade’”(FX2020123).
文摘The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.
文摘With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied in the national TEM4 and TEM8, and with international standards as embodied in international examinations such as Cambridge ESOL, and other descriptions such as the Common European Framework via one quantifiable parameter： vocabulary range. This is justified as vocabulary range offers an approximate but useful guide to the level of a course or a testing system. We hypothesize that the language competence at different levels of our program matches various standard proficiency examinations. Paul Nation＇s Range software was used both in its standard form using his three BASEWRD files and in an adapted form adding the authors＇ own BASEWRD files extrapolated from various levels of our textbook series. This enabled us to compare the vocabulary range of our courses with that of both national and international examinations where word lists are available or recoverable. Research results supported the hypotheses suggested.
文摘In recent years,with the expansion and extension of China’s free trade platform,construction has gradually developed toward Southeast Asia and South Asia,thus resulting in the phenomena whereby Thai language courses have become more common and more universities have begun to cultivate Thai language majors.In this process,improving the effectiveness of Thai courses has become the key;therefore,schools and Thai language teachers should pay attention to this.In order to achieve the language teaching goal put forward by the Ministry of Education,it is necessary to accelerate the development of Thai courses in universities and explore a new development path for them,so that the teaching quality of Thai courses can be guaranteed.Based on this,this paper mainly discusses the development history of the curriculum of Thai language courses in universities.
