A study on the optimization of English writing teaching system in medical colleges and universities based on the perspective of curriculum ideology and politics

Authors

DOI:

https://doi.org/10.54475/jlt.2023.023

Keywords:

ideological and political education in the curriculum, medical colleges, English writing, teaching system, action research

Abstract

By adopting a theoretical framework based on constructivism and Content and Language Integrated Learning (CLIL), this study uses case study and action research methods to explore how to enhance medical students’ language skills, humanistic literacy, and research awareness under the perspective of curriculum ideology and politics. Observations and in-depth interviews revealed teachers’ and students’ views on English writing teaching, while action research explored and tested strategies for teaching reform. The results indicated that integrating the cultivation of language skills, humanistic literacy, and research awareness into the actual teaching process, along with providing ample practical opportunities and specific guidance, are key to improving medical students’ abilities. Continuous evaluation and adjustment are required in teaching reform to ensure its effectiveness and adaptability. This study provides empirical evidence for understanding how to optimize teaching activities under the perspective of ideological and political education in the curriculum to enhance the language skills, humanistic literacy, and research awareness of medical students, and provides guidance for future teaching reforms.

Author Biography

  • Yu Pan, Wenzhou Medical University

    Pan YU, born in July 1983, is a lecturer at School of Foreign Language Studies at Wenzhou Medical University. Her research interests are TESOL, Teacher Learning, and Language and Modern Linguistics.
    Email: 153783936@qq.com

References

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Published

2023-09-17

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Section

Original Research

How to Cite

Pan, Y. (2023). A study on the optimization of English writing teaching system in medical colleges and universities based on the perspective of curriculum ideology and politics. Journal of Language Teaching, 3(9), 15-30. https://doi.org/10.54475/jlt.2023.023

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