The existing English textbooks have limited exposure to traditional Chinese culture and lack relevant cultural themes and ideological and political content. The article addresses the bottleneck of integrating existing culture into ideological and political construction, and proposes a series of specific and effective strategies such as extracting traditional cultural themes from English textbooks, linking them with reality to stimulate students' thinking, and assigning classroom tasks for ideological and political culture. In order to verify the effectiveness of the research strategy in this article, intervention tests are conducted on college students. The test results show that there is not much difference in indicators between the experimental group and the control group. However, after intervention, the experimental group scored significantly higher than the control group. In terms of cultural identity, the experimental group's score increased by 3.65 points, reaching 74.80 ± 5.88, which was significantly higher than the control group's 72.15 ± 6.32 (P=0.01). In terms of ideological and political literacy, the experimental group's score was significantly higher than the control group's 68.40 ± 5.91 (P=0.02). In terms of national identity and patriotism, the scores of the experimental group increased to 73.00 ± 5.85 and 69.45 ± 5.92, respectively, which were significantly higher than the control group's scores of 70.25 ± 6.12 and 66.88 ± 6.05 (P=0.01 and P=0.03). 

Weiwei Cao. The Integration of Traditional Chinese Culture and Ideological-political Education in College English Courses: Challenges and Opportunities. Frontiers in Educational Research (2024) Vol. 7, Issue 11: 206-213. https://doi.org/10.25236/FER.2024.071132.

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