A Study on the Problems and Countermeasures in Cultivating College Students’ Cross-Cultural Awareness in College English from the Perspective of Curriculum-based Ideological and Political Education

Abstract

From the perspective of curriculum-based ideological and political education, cultivating college students’ cross-cultural awareness is not only an inherent requirement of language teaching, but also an important way to implement the fundamental task of fostering moral character and cultivate a sense of patriotism and international perspective. This study adopted a questionnaire survey method to systematically investigate the actual situation of cross-cultural awareness cultivation in current college English teaching. The results showed that there were several prominent problems in the existing teaching practice: the training goals were mainly focused on language skills training, and insufficient attention was paid to cultural understanding and value guidance; the cross-cultural knowledge and ideological and political elements in the teaching content were disconnected, presenting a phenomenon of being two separate entities; the teaching methods were mainly based on one-way cultural knowledge teaching, lacking in comparative, reflective and empathetic deep learning activities; the evaluation system focused too much on language ability assessment, and insufficient attention was paid to cross-cultural attitudes, patriotism and critical thinking, etc. in comprehensive qualities; meanwhile, some teachers had weak theoretical foundation of cross-cultural theory and lacked ideological and political literacy, making it difficult for them to effectively undertake the responsibility of value guidance. In response to these problems, this study proposed systematic countermeasures from six dimensions: reshaping the “knowledge, ability, value” three-in-one educational goal, deeply exploring the ideological and political elements in the textbooks to reconstruct the teaching content system, innovating teaching methods to build a deep cross-cultural experience and dialogue classroom, improving the multi-dimensional evaluation mechanism to highlight the effect of ideological and political education, enhancing teachers’ “dual literacy” to strengthen the educational subject, and optimizing the educational ecosystem to expand the linkage platforms inside and outside the classroom. These measures provide a reference path for promoting the organic integration of curriculum-based ideological and political education and English cross-cultural teaching.