Paper Details

This study aims to investigate the effectiveness of ideological and political education in foreign language courses within higher education. Using the "Advanced English" course as a case study, this study analyzes the impact of teaching design in ideological and political, teachers' competence in political and virtuous awareness, and the formative evaluation system on students' learning experiences and course satisfaction through questionnaires and classroom observations. The results indicate that student-centered teaching design based on X-argument significantly enhances classroom engagement and satisfaction by incorporating curriculum content that aligns with students' interests and career development. Teachers' emotional attitudes and competence in political and virtuous awareness significantly impact overall student satisfaction, particularly in conveying appropriate life, world, and value perspectives. The formative evaluation system, combining classroom observations and student feedback for comprehensive assessment, proved to be an effective evaluation method. These findings underscore the importance of ideological and political education in foreign language courses in achieving the goal of 'moral education and fostering talent', highlighting the necessity for professional teaching to proceed with ideological and political education. The study provides valuable insights and suggestions for improving foreign language teaching and ideological and political education.

Foreign Language Teaching; Curriculum-Based Ideological and Political Education; X-argument; Competence in Curriculum-Based Political and Virtuous Awareness; Formative Assessment