Research on the implementation path of ideological and political education in foreign language courses under blended teaching mode
混合式教学模式下外语课程思政实施路径研究

摘要

该研究探讨混合式教学模式在外语课程思政中的应用，旨在通过现代教育技术与传统课堂的深度融合，实现外语教学与思政教育的协同发展。研究回顾了混合式教学模式的发展历程，揭示了其在教学资源整合、学习方式创新和教学效果提升等方面的优势。研究采用文献综述法、跨学科研究法和比较分析法，从教学目标、教学内容、教学方法和评价体系四个维度系统探讨了外语课程思政的实施路径。教学目标应兼顾语言能力与思政素养，教学内容需挖掘教材中的思政元素并结合时事热点，教学方法可采用翻转课堂、项目式学习等多样化策略，评价体系应构建涵盖知识、能力、态度和价值观的多维指标。研究结果不仅丰富了外语课程思政的理论体系，也为实践教学提供了可操作的指导框架，对推动外语教育改革具有重要意义。

Abstract

The aim of this study is to explore the application of blended teaching models in ideological and political education within foreign language courses, aiming to achieve synergistic development of foreign language instruction and ideological-political education through the deep integration of modern educational technologies and traditional classroom practices. The research reviews the evolutionary trajectory of blended teaching models, highlighting their advantages in integrating teaching resources, innovating learning methods, and enhancing instructional effectiveness. Utilizing literature review, interdisciplinary research, and comparative analysis methods, the study systematically examines implementation pathways for ideological-political education in foreign language courses across four dimensions: teaching objectives, content, methodologies, and evaluation systems. Teaching objectives should integrate linguistic competence with ideological-political literacy, while content development requires mining ideological elements from teaching materials and incorporating current social issues. Pedagogical approaches can adopt diversified strategies such as flipped classrooms and project-based learning, and evaluation systems should establish multi-dimensional indicators encompassing knowledge acquisition, skill development, attitudinal formation, and value cultivation. The findings not only enrich the theoretical framework of ideological-political education in foreign language curricula but also provide actionable guidance for pedagogical practices, demonstrating significant implications for advancing foreign language education reform.