Bilingual instruction of Optimization Theory demonstrates dual characteristics of high cognitive load and significant comprehension gaps in both disciplinary knowledge transfer and linguistic transformation. This study systematically analyzes the interactive relationships among curriculum content

teaching strategies

and students 'cognitive patterns through the lens of cognitive mechanisms and cultural adaptation. It reveals the synergistic effects and tensions between language expression

cultural context

and disciplinary logic within bilingual environments. By establishing a culturally inclusive bilingual teaching framework

enhancing teachers' intercultural competence

and developing localized-international integrated curriculum resources

the research achieves synchronized development of knowledge transformation

cognitive integration

and cultural understanding. This provides theoretical support and practical references for bidirectional adaptation of Optimization Theory courses. The study emphasizes the core role of dynamic balance in teaching contexts and resource co-construction mechanisms in enhancing students' cognitive depth and academic transferability.