He Tong, Li Chongyue
Jingjiang College, Jiangsu University, Zhenjiang, P. R. China.
School of Foreign Languages, Jiangsu University, Zhenjiang, P. R. China.
PLoS One. 2025 Jun 27;20(6):e0326127. doi: 10.1371/journal.pone.0326127. eCollection 2025.
Under the circumstances of "Curriculum ideological and political", in order to adapt to the reform of college English teaching and the needs of Education for Sustainable Development (ESD), as well as optimize the A-level distinguishable teaching mode of college English stratified teaching, this paper takes the fifth stage of "Production Oriented Approach" (POA) as the theoretical basis and completes a one-semester mixed teaching experiment for the Chinese culture translation section in New Horizon College English. Taking the paragraph translation of "Tai Chi" as an example, a detailed teaching design and implementation process were presented, attempting to construct a sustainable blended teaching model for the cultural translation section of college English. Quantitative and qualitative data statistics and analysis were used to evaluate and reflect on the effectiveness of teaching practice. The research results indicate that compared to traditional college English teaching, blended teaching model based on POA can enhance the English language and cultural output ability of A-level students. The mode is of sustainable value, which is beneficial to students understanding of Chinese culture, thereby enhancing their cultural confidence. In addition, this model can effectively enhance teachers' ability to apply theoretical knowledge in blended teaching design, which has certain significance for the college English curriculum reform and the practice of "curriculum-based political and ideological education".
在“课程思政”背景下，为适应大学英语教学改革和可持续发展教育（ESD）的需求，优化大学英语分层教学的A级差异化教学模式，本文以产出导向法（POA）的第五阶段为理论依据，对《新视野大学英语》中的中国文化翻译部分进行了为期一学期的混合式教学实验。以“太极拳”的段落翻译为例，呈现了详细的教学设计与实施过程，试图构建一种可持续的大学英语文化翻译混合式教学模式。通过定量和定性数据统计与分析对教学实践效果进行评估与反思。研究结果表明，与传统大学英语教学相比，基于POA的混合式教学模式能够提升A级学生的英语语言及文化输出能力。该模式具有可持续价值，有利于学生对中国文化的理解，从而增强其文化自信。此外，该模式能够有效提升教师在混合式教学设计中应用理论知识的能力，对大学英语课程改革及“课程思政”实践具有一定意义。
