Some students have low interest in ideological and political content, viewing it as an additional burden, resulting in insufficient classroom discussion and interaction, which affects teaching effectiveness. This article explores the application of ideological and political education in college English classrooms from the perspective of traditional Chinese culture and cultural confidence, aiming to enhance students' self-efficacy through Chinese culture. This article first outlines the practical significance of implementing ideological and political education in college English courses, and then extends to the design of school-based English courses with excellent traditional Chinese cultural dissemination capabilities. The specific measures include understanding traditional Chinese festivals, presenting festival customs and their related English expressions, simulating holiday scenarios for role-playing, and constructing a teaching evaluation system. Then, the study measures teaching effectiveness through classroom observation, actual student participation, and project outcome evaluation. Finally, the experimental results showed that the pre-test and post test p-values of English speaking in the experimental group and control group were 0.01 and 0.6, respectively. The p-values for cultural identity of the two were 0.01 and 0.75, respectively. The experimental group students showed stronger learning motivation and self-efficacy during cultural themed activities, and the improvement of cultural identity also enhanced their interest in learning English.

Weiwei Cao. Implementation of Ideological-political Education in College English Courses: A Perspective of Traditional Chinese Culture. International Journal of New Developments in Education (2024), Vol. 6, Issue 11: 67-74. https://doi.org/10.25236/IJNDE.2024.061111.

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