Ideological and political education in the curriculum in the context of new liberal arts—A case study of the English interpreting course at city institute, Dalian university of technology
新文科背景下的课程思政建设——以大连理工大学城市学院英语口译课程为例

摘要

在新文科与课程思政融合发展的背景下，高等外语教育亟待创新育人模式。本文以大连理工大学城市学院英语口译课程为例，探讨新文科建设中课程思政的实践路径与创新机制。通过解析政策内涵与学理依据，研究从目标定位、内容重构与方法创新三个维度构建课程思政实施框架，结合应用型人才培养特点，提出以价值引领重塑教学目标、以中国话语丰富教学资源、以多元实践创新教学模式、以综合评估检验育人成效的具体路径。实践表明，"内容—实践—评价"三位一体的课程思政模式有效提升了学生的口译能力、文化传播素养与家国情怀，为同类院校提供了可借鉴的经验。最后，本文指出需进一步探索思政育人长效评价机制等未来研究方向。

Abstract

In the context of the integrated development of the New Liberal Arts initiative and ideological-political education within curricula, innovation in pedagogical models for foreign language education has become increasingly imperative. This paper examines the English interpreting course at City Institute, Dalian University of Technology as an empirical case, exploring pathways and mechanisms for implementing ideological-political education within the framework of the New Liberal Arts. By interpreting relevant policy directives and theoretical underpinnings, a tripartite implementation framework is constructed—encompassing objective redefinition, content reconstruction, and methodological innovation. Tailored to the application-oriented education, specific measures are proposed: value-driven objective setting, teaching materials enriched with Chinese discourse, diversified pedagogical models grounded in practice, and multi-dimensional evaluation mechanisms. Empirical implementation demonstrates that the integrated “content-practice-assessment” model effectively enhances students' interpreting competence, cross-cultural communication literacy, and sense of national identity, offering a replicable paradigm for comparable institutions. The study concludes by identifying promising research directions, including the development of sustained impact evaluation mechanisms for ideological-political education.