


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 4, No. 2, 2023 

www.scholink.org/ojs/index.php/elsr 

171 
 

Original Paper 

Model Construction of Education Community for Foreign 

Language Major: A “Great Ideological and Political Courses” 

Perspective 

Wang Xi1 & Zuo Jiaxin1 

1 School of English Studies, Xi’an International Studies University, China 

 

Received: May 6, 2023          Accepted: May 27, 2023      Online Published: June 15, 2023 

doi:10.22158/elsr.v4n2p171       URL: http://dx.doi.org/10.22158/elsr.v4n2p171 

 

Abstract 

“Great Ideological and Political Courses” conforms to the goal of talent training in the new era, which 

is a practical innovation of ideological and political education reform in universities. At present, the 

problems of foreign language courses with ideological-political elements in universities include (1) loose 

cooperation between professional teachers and ideological and political workers, and (2) disconnected 

goals between teaching and educating students. In this study, a model of education community is 

constructed to solve these problems through coordination between professional teachers and ideological 

and political workers, the formulation of cultivation scheme, and complementary between professional 

and extracurricular classes, which will be applied to all aspects of foreign language education at 

university level, so as to promote the construction of ideological and political theories teaching in all 

courses (IPTTIAC). 

Keywords 

foreign language courses with ideological-political elements, education community, great ideological 

and political courses, IPTTIAC 

 

1. “Great Ideological and Political Courses” and Education Community 

Since the 18th National Congress of the Communist Party of China, President Xi has pointed out, “We 

should make good use of the ‘Great Ideological and Political Courses (大思政课)’ and must combine it 

with reality”. It is an inevitable choice under the background of “two overall situations (两个大局)”, 

clearly showing the direction for promoting the construction of ideological and political theories teaching 

in all courses (IPTTIAC). With the implementation of the education concept of “all people, whole process, 

and all-round”, “great ideological and political courses” is no longer limited within universities, but by 



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mobilizing all available social resources to extend teaching place from classroom to the society. It aims 

at building a collaborative education system involving multiple subjects such as families, universities, 

society, and the government. 

“Great Ideological and Political Courses” sets moral education as the fundamental task, implementing 

three-wide education (三全育人) in the process of teaching (Yang & Zhao, 2022). “Great” is reflected in 

space, time, structure and function. The construction of “Great Ideological and Political Courses” 

requires the combination of multiple subjects and various resources, so it is not only an educational 

concept, but also a cultivation method. 

“Community” is an important concept in anthropology and sociology. The establishment of education 

community is a significant way to realize all-member cultivation, which can effectively promote 

IPTTIAC. As a bridge for the development of Chinese and western language and cultural exchanges, 

foreign language major integrates knowledge and humanism. In foreign language courses, teachers not 

only explain culture background of the target language, but also cultivate students’ cross-cultural 

communication competence. However, the differentiation between professional courses and theories of 

ideology and politics leads to the lack of teachers’ and students’ cognition on development conditions of 

Chinese path to modernization. Based on the concept of “Great Ideological and Political Courses”, this 

paper will construct a model of education community for foreign language major, so as to effectively 

implement foreign language courses with ideological-political elements. 

 

2. Problem Analysis of Foreign Language Courses with Ideological-political Elements 

As a frontier discipline in international exchange and communication, students of foreign language major 

directly face western language, culture and values, and therefore become more susceptible to the 

influence of utilitarianism, egoism, worship of foreign things, etc. As a result, students gradually ignore 

the excellent traditional Chinese culture and lack cross-cultural critical thinking ability. At present, the 

construction of foreign language courses with ideological-political elements in universities is still a big 

problem, facing difficulties such as the lack of close cooperation between foreign language major subjects 

and the disconnection between foreign language teaching and educational goals. 

2.1 Loose Coordination between Subjects in Foreign Language Major 

Foreign language teachers, as the main implementer of foreign language teaching, need to improve their 

ideological and political awareness. Due to scattered structure and limited professional ability, 

ideological and political workers are unable to carry out high-quality education (Lan & Qin, 2022). The 

former has difficulty in combining the ideological and political thoughts with professional knowledge, 

leading to the failure to add ideological-political elements in foreign language classes, while the latter 

are unable to connect the ideological and political theory with practice in daily study and life, failing to 

arouse the enthusiasm of students. The government, enterprise, society, family and other educational 

subjects have different properties and educational goals, thus students are hard to apply professional skills 

in practice to meet needs of each subject (Deng & Yan, 2021). The education subjects of foreign language 



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major do not cooperate closely in teaching, social practice arrangement and management, which reduces 

the effect of teaching foreign language courses with ideological-political elements. 

2.2 Disconnection between Foreign Language Teaching and Educational Goals 

The goal of the current cultivation scheme is not clear, leading to the separation between training 

specifications and social needs. The curriculum system does not reflect the combination of general, 

professional and multi-disciplinary knowledge (Wang & Feng, 2018). For a long time, foreign language 

teaching in universities pays more attention to the explanation of knowledge and skill training of target 

language. There are a large number of ideological and cultural learning materials from western countries 

in textbooks, making it difficult to integrate Chinese culture and ideological and political concepts into 

the curriculum outline and textbook compilation. The existing setting of curriculum and textbooks of 

foreign language major lacks the participation of ideological and political workers and other educational 

subjects, which is hard to meet the needs of the government, enterprise and society (Liu & Feng, 2022). 

It is difficult for teachers to teach foreign language courses with ideological-political elements. 

 

3. Model Construction of Education Community for Foreign Language Major 

Given the dilemma of foreign language teaching with ideological-political elements, this paper constructs 

a model of education community for foreign language major as shown in Figure 1. The development of 

cultivation scheme for foreign language courses in universities should fully cover the activities of the 

professional and extracurricular classes. The professional class takes the main position in front-line 

education and teaching, led by core education subjects, i.e., foreign language professional teachers and 

ideological and political workers. The two should join forces to participate in the whole process of 

cultivation scheme formulation, teaching outline setting, textbook compilation and teaching design. As 

an extension of the professional class, the extracurricular class refers to relevant practical activities, 

which is an important channel to cultivate students’ ability of innovative practice and improve their ability 

of application. The participation of auxiliary education subjects, namely the government, enterprise, 

society and family, is consistent with the core education subjects of the professional class. Their 

implementation places and activities are more flexible, such as practice week, internship, volunteer 

service, etc. 



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Figure 1. Model of Education Community for Foreign Language Major from “Great Ideological 

and Political Courses” Perspective 

 

3.1 The Composition of Education Community for Foreign Language Major 

The Core education subjects consist of foreign language teachers and ideological and political workers. 

The former refers to full-time foreign language teachers in universities, the latter includes faculties in the 

school party committee, league and student work department, school propaganda department, party 

school, youth corps committee, student affairs office, student union and other institutions, counselors, 

ideological and political teachers, head teachers and other staff. Auxiliary education subjects include the 

government, enterprise, society, family, etc. 

As the core education subject, foreign language teachers should not only have a solid language foundation 

and a deep understanding of Chinese and western cultures, but also have a firm political stand, actively 

support the socialist core values, and spontaneously integrate ideological and political education into 

foreign language courses. Ideological and political workers mainly shoulder the responsibility of 

organizing and managing the study and life of teachers and students in universities, spread Marxism and 

socialism with Chinese characteristics, and lead teachers and students to establish correct values. The 

two subjects need to communicate actively and promote teaching foreign language courses with 

ideological-political elements through collective lesson preparation. The auxiliary education subjects like 

the government, enterprise, society and family take universities as the core hub with practical activities 

as the carrier, make full use of social resources, cooperate with society actively, create more practice 

opportunities for students of foreign language major, and improve their awareness of practice innovation 

and problem solving ability in order to better serve national development. 

3.2 Formulation of the Cultivation Scheme for Foreign Language Talents 

The talent cultivation scheme of foreign language major need to give a full consideration to the 

professional and extracurricular class. Foreign language teachers and ideological and political workers 



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should cooperate closely to fully connect with the demand of local government, society, enterprise, 

combine special characteristics of each universities, set training goals, ensure the quality of training, and 

optimize the curriculum system. 

Foreign language major aims at cultivating students with proficient language skills and excellent culture 

background knowledge. Through optimizing the curriculum system, foreign language major can set up 

courses with ideological elements, such as “Translation of Discourse with Chinese Characteristics in 

New Era”, “Comparison between Chinese and Western Culture”, etc. Students’ interdisciplinary practical 

ability can be improved by strengthening the cooperation between universities and society.  

3.3 Construction of Professional Class through Core Education Subjects 

Foreign language teachers should invite the ideological and political workers to join in the collective 

lesson preparation and set up the curriculum outline with socialist core values and interdisciplinary 

content. The course syllabus should be dominated by professional knowledge and skills in foreign 

language with the support of ideological-political elements and excellent Chinese culture. The two 

subjects should cooperate to compile school-based teaching textbooks from the aspects of material 

selection and the integration of ideological-political elements, such as selecting the content that can make 

students understand the achievements of China’s responsibility and development. Professional teachers 

can apply communication approach, task-based approach, project approach and seminar teaching 

approach in class design, comparing the similarities and differences in history, culture, system and 

development of different countries. For example, teachers can associate contemporary setting and view 

COVID-19 as a breakthrough, instruct students to hold model APEC or debate in foreign languages in 

order to think critically western democracy and system, and compare political ideology between China 

and the West. In this way, students can establish correct values in foreign language learning. 

Improving teaching objectives is an important task of IPTTIAC teaching design. In foreign language 

teaching, linguistic knowledge and ideological-political elements should be naturally combined. In 

addition, the ideological and political evaluation should be integrated in the assessment of teachers and 

students. The method of combining students’ evaluation with teachers’ self-evaluation and mutual 

evaluation should be adopted. This aims at evaluating the achievement of educational goals, the degree 

of integration of ideological-political elements, teaching content and methods. 

3.4 Expansion of Extracurricular Class through Auxiliary Education Subjects 

In order to achieve consistency between the extracurricular class and the professional class, universities 

should cooperate closely with each auxiliary education subject. The main subjects of auxiliary education 

should clarify their responsibilities, standardize the collaborative management system, allocate resources 

rationally, build a cooperation platform between government, universities, enterprise and family to 

realize information sharing. In this way, professional foreign language education and social development 

are in the same direction. Auxiliary education subjects cultivate students as talents who attach equal 

importance to language expertise and practical ability. 



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Compared with the professional class, the extracurricular class is more diverse in terms of place, content 

and form. The auxiliary education subjects should make full use of the highlights in the extracurricular 

class to improve students’ practical ability. In terms of place, auxiliary education subjects can use their 

existing space to launch internship in offices or to build practice bases together. In terms of content, 

auxiliary education subjects can increase the varieties of students’ practical choices, and organize 

activities like public speeches on the theme of telling Chinese stories in foreign language, foreign 

language painting and calligraphy exhibitions and foreign language drama, so as to enhance students’ 

interests and guide students to innovate. With the complementary advantages of the extracurricular and 

professional classes, the auxiliary education subjects assist the core education subjects to help students 

establish correct values and world outlook. 

 

4. Conclusion 

In the context of globalization and socialism with Chinese characteristics, more and more excellent 

Chinese culture and thoughts merit further exploration (Wang, 2021). Teaching foreign language courses 

with ideological-political elements faces multiple opportunities and challenges. The construction of 

education community for foreign language major is an effective way to implement foreign language 

courses with ideological-political elements. With the support from auxiliary subjects, core education 

subjects of foreign language major continuously deepen the concept of education community and 

integrate teaching resources with ideological-political elements. The professional and extracurricular 

classes complement with each other to achieve three-wide education. In this way, students of foreign 

language major will learn language knowledge, distinguish cultural differences, and enhance correct core 

values. 

 

Acknowledgements  

This study was supported by Undergraduate Teaching Reform Research Project “Model Construction 

and Practice of Education Community for Foreign Language Major from the Perspective of ‘Great 

Ideological and Political Courses’” (22BYDSZ05) and Postgraduate Education Comprehensive Reform 

Research and Practice Project “A Study on the Teaching Model and Teacher Discourse System of Foreign 

Language Post-graduate Student Courses Based on Legitimation Code Theory” (22XWYJGA28). 

 

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