Yunli Wang1, Yan Li2
1School of Translation Studies, Xi'an Fanyi University, Xi'an, Shaanxi, China
2School of English Language and Culture, Xi'an Fanyi University, Xi'an, Shaanxi, China
With the continuous acceleration of the current process of world integration, there is an increasing emphasis on foreign language learning. However, the current design of foreign language classroom teaching plans in China is unreasonable, and the emphasis on students' ideological, political, and cross-cultural abilities is low, which makes the teaching effect of foreign language courses poor and seriously hinders students' foreign language learning. In order to better solve these problems and promote the better development of foreign language teaching, this article explored them in conjunction with cognitive politics. Based on the study of foreign language course teaching, this paper indicated that a foreign language course teaching program can be established based on cognitive ideological and political theories, and two classes of students from a local college majoring in English, Class 1 and Class 2, were selected as teaching practice objects. The study found that this method has certain feasibility, and compared to the traditional method, the number of students in Class 1 and Class 2 who were very satisfied with English course teaching increased by 17.54%. This indicated that the method proposed in this article can enhance students' enthusiasm for learning foreign languages and improve teaching quality, thereby cultivating students' cognitive and ideological abilities.
Teaching Plan Construction, Cognitive Ideological and Political Theory, Foreign Language Course Teaching, Teaching Practice
Yunli Wang, Yan Li. Construction and Practice of Foreign Language Curriculum Teaching Plan from the Perspective of Cognitive Ideological and Political Theory. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 100-106. https://doi.org/10.25236/FER.2023.061717.
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