| Abstract |
Against the macro-background of the New Liberal Arts initiative, which emphasizes interdisciplinary integration, innovative convergence, and service to national strategies, the traditional talent cultivation model of minor language majors centered on singular language skills faces severe challenges. Taking the Korean language major as a specific research subject, this study aims to systematically explore how to reconstruct a “Multilingual + Professional” curriculum system that meets the demands of the new era. The research first analyzes the core dilemmas within the current Korean language curriculum system: the contradiction between a monolithic course structure and the demand for interdisciplinary competence, the disconnect between superficial interdisciplinary integration and the requirement for deep synthesis, the weakness of practical teaching components and the obstruction of knowledge application pathways, as well as the misalignment caused by lagging evaluation mechanisms and developmental objectives. To address these issues, this paper innovatively constructs a systematic reconstruction model comprising “Four-Layer Drives”: First, optimize the “Core Language Course Cluster” to consolidate the multilingual foundation of “Korean + English” and integrate digital literacy. Second, construct the “ntegrated Module of Area Studies and Professional Specializations,” achieving deep synthesis of the knowledge system by introducing systematic theories and methodologies of Area Studies (Chen, 2025) and facilitating substantive crossover with fields such as economics and trade, law, and journalism. Third, innovate the “Technology-Enhanced and Practice-Oriented Teaching System,” designing a tiered practical project framework and utilizing virtual simulation technologies to bridge the gap between learning and application. Fourth, establish a “Dynamic and Multi-dimensional Evaluation and Feedback Mechanism,” ensuring system effectiveness through process-oriented assessment and external evaluation. By incorporating reform cases from domestic universities, this study demonstrates the preliminary effectiveness of this model in enhancing students' interdisciplinary application abilities, academic potential, and employability. Finally, the article points out the challenges encountered during the reconstruction process, such as faculty development and collaborative mechanisms, and provides a path forward for the strategic transformation of minor language majors that combines theoretical foresight with practical operability.
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