Keywords
Excellent traditional Chinese culture, integration, College English, Pathways
Abstract
This paper, in the context of globalization and guided by the College English Teaching Guide (2020 Edition) and the spirit of the 20th CPC National Congress, demonstrates the necessity and feasibility of systematically integrating excellent traditional Chinese culture into the college English curriculum, which is of great significance including boosting students’ culture confidence, correcting the cognitive bias resulting from one-dimensional cultural input, enhancing intercultural communication ability and enabling students to calibrate their “cultural coordinate system” through language switching. Meanwhile, it will also help to enrich teaching content and stimulate students’ motivation and initiative. As to the implementation, this paper constructs a comprehensive pathway encompassing setting three-dimensional goals, redesigning textbook content and innovating teaching pedagogy. In terms of goal setting, a three-tier framework is established consisting of language knowledge, language skills and culture literacy. In terms of textbook, it redesigns the teaching content by increasing the proportion of Chinese cultural elements, developing digital micro-lectures, and creating a school-based case library of “China Stories”. In terms of teaching methods, it constructs a a closed loop of “pre-class preparation—in-class internalization—task-based output” based on flipped classroom and task-based teaching, with the purpose of enabling students to simultaneously acquire language skills, deepen cultural identity, and enhance communication abilities while completing communicative tasks. The research aims to solve the problem of “possessing language proficiency without cultural communication competence” and provides a replicable, propagable model for cultivating foreign language talents capable of “communicating China’s stories well”.
