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Pathways for Integrating the “Three Entries” Initiative in the Curriculum Reform of Understanding Contemporary China: English Public Speaking

Author(s)

Wanchen Zhang

Affiliation(s)

School of Translation Studies, Xi’an Fanyi University, Xi’an, China

Abstract

Understanding Contemporary China: English Public Speaking is a practice-oriented core course in the translation program that serves three functions: language production, cross-cultural communication, and value formation. This paper focuses on the implementation pathways for integrating the “Three Entries” (into textbooks, into classrooms, into minds) initiative into this course. Based on a review of relevant research and in conjunction with the unit structure of the English Public Speaking Course and the course’s project-based reform, it proposes an integration pathway that establishes a content framework guided by unit themes, achieves skill progression and value integration driven by project tasks, and is supported by closed-loop projects and formative assessment. The curriculum reform divides the 16-week course into four projects-“People and Society,” “People and Culture,” “People and Development,” and “People and Nature”-forming a progressive structure that moves from the individual to the nation and then to nature. The study argues that only by transforming ideological content into speech tasks that are expressible, debatable, and verifiable-and by allowing professional learning and value-oriented guidance to occur naturally within project tasks-can we avoid the separation of ideological and political content from skills training and truly achieve the unity of value-oriented guidance and competency development.

Keywords

“Three Entries” initiative; English public speaking; Ideological and Political Education; Project-Based Learning

References

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