Research on “Three Entries” Ideological and Political Curriculum Integration: A Case Study of English Writing Course

Abstract

This study carried out a one semester comparative teaching experiment of curriculum ideological political education for second year English teacher majors in ZW University of China. Guided by the Production Oriented Approach (POA), the experiment integrated socialist core values into the whole process blended teaching of English Writing. The experimental group adopted an integrated online offline teaching design embedded with curriculum ideological political elements, while the control group received conventional writing instruction without special ideological political interventions. Multiple data sources including unified final examination papers, standardized questionnaires and semi structured individual & group interviews were adopted. Three core dimensions, namely learning motivation, value cognition improvement, and overall writing academic performance, were measured for effect evaluation. The experimental results demonstrated that the experimental group achieved statistically significant improvements across all three dimensions. Students’ comprehension of Chinese discourse, cross cultural critical thinking competence, and mission awareness to tell Chinese stories in English were notably enhanced. In contrast, no statistically significant changes were observed among the control group regarding learning initiative, value cognition or writing achievements. This experiment verifies that well integrated ideological political education in English writing courses can effectively stimulate students’ intrinsic learning drive, improve professional academic output and shape sound ideals, beliefs and value stances. It provides replicable practical cases and empirical evidence for curriculum ideological political reform for foreign language majors in higher education.