Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'

Lingyun Zhao

doi:10.47297/wspiedWSP2516-250005.20250906

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Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'

Volume 9, Issue 6

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Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'
Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'
School of Foreign Languages, Hubei University of Economics, Wuhan 430205, China
Vol. 9, Issue 6, Pages: 27-32(2025)
Published：24 June 2025
DOI：10.47297/wspiedWSP2516-250005.20250906
Accepted：

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Zhao Lingyun.Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'[J].Journal of International Education and Development,2025,09(06):27-32.
DOI：

Zhao Lingyun.Practice Research on the IPCAW Teaching Model in College English from the Perspective of 'the Unity of Knowledge and Action'[J].Journal of International Education and Development,2025,09(06):27-32. DOI： 10.47297/wspiedWSP2516-250005.20250906.

摘要

Abstract

Against the backdrop of globalization and new liberal arts construction

traditional college English teaching faces the dilemma of overemphasizing language skills while neglecting value cultivation. Achieving the "unity of knowledge and action" has become a key issue in curriculum ideological and political reform. This study constructs the IPCAW teaching model based on the philosophy of Wang Yangming's "unity of knowledge and action" and Tao Xingzhi's "integration of teaching

learning

and doing

" combined with constructivist learning theory and the three-dimensional curriculum objectives theory of ideological and political education. This model forms a spiral closed loop of "knowledge internalization-practice externalization-wisdom generation." Through teaching activities such as cross-cultural issue inquiry

multimodal situational perception

and project-driven practice

a teaching experiment with non-English major students verifies that the model significantly enhances students' critical thinking abilities

ideological and political identity

and value recognition. The study demonstrates that the IPCAW model effectively addresses the fragmentation between language teaching and ideological education

providing a feasible path for effective value cultivation in foreign language education.

关键词

Keywords

references

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