International Journal of Education

The integration of the “Understanding Contemporary China” English textbook series into classroom teaching constitutes a crucial component of the ideological and political education in foreign language courses and serves as an important pathway for cultivating foreign language talents under the new liberal arts framework. While many colleges have initiated pedagogical explorations regarding the application of this textbook series, certain ecological imbalances have emerged during its classroom implementation due to constraints such as educational philosophies, class hours, teaching objectives, and students’ proficiency levels. Therefore, from a perspective of educational ecology and based on practical teaching experiences at the author’s college, this paper proposes recommendations for optimizing the textbook series into classroom teaching. These include constructing teachers’ multifaceted professional identities, employing information-based teaching methodologies, coordinating curriculum alignment across courses, strengthening the “learning-using integrated pinciple”, and promoting collaborative development across multiple instructional contexts. The proposed suggestions aim to provide certain value for enhancing the effective utilization of the textbook series in future educational practices.

Educational ecology; Understanding contemporary China English textbook series; Ecological construction