Against the backdrop of global cultural exchange and China's cultural confidence strategy

college English intercultural teaching undertakes the dual tasks of linguistic skill training and cultural literacy cultivation. Long-term Western-centric teaching has marginalized Excellent Traditional Chinese Culture (ETCC) in curriculum design

teaching content and assessment systems

causing prevalent "cultural aphasia" among college students. Most students are capable of interpreting Western culture in English but incompetent in disseminating traditional Chinese culture and narrating Chinese stories in cross-cultural communication

failing to meet the demand for international cultural exchange talents in the new era. Guided by intercultural communication

constructivist learning and cultural confidence education theories

this study adopts literature review

questionnaire survey

classroom observation and teaching experimentation to explore major dilemmas of ETCC integrated teaching

including unbalanced teaching content

rigid teaching modes

insufficient teachers' dual-cultural literacy

imperfect evaluation mechanisms and inadequate practical carriers. Targeted at these problems

this paper constructs a systematic closed-loop teaching system via content reconstruction

teaching innovation

faculty building

practical expansion and evaluation optimization. Teaching experiments verify that the proposed model effectively remedies defects of traditional teaching

corrects students' biased cultural cognition

enhances their cultural confidence and comprehensive intercultural competence

and realizes the integration of language training and value guidance. This research provides valid theoretical support and practical references for college English intercultural teaching reform and foreign language moral education.