Research on First-class Foreign Language Curriculum Construction in China’s Universities: Connotation, Features, and Design


Jinlong Zhang1,*, Jinfen Wang2

1Quanzhou Normal University, Quanzhou, Fujian, China.

2Quanzhou Preschool Education College, Quanzhou, Fujian, China.

*Corresponding author: Jinlong Zhang

Published: December 30,2023


The Ministry of Education of the People’s Republic of China officially initiated the “Double Ten-Thousand” first-class curriculum initiative in China’s Universities in 2018. Building a first-class curriculum of foreign languages is among them. With the framework of Curriculum Theory, the study attempts to put forward the connotations and features of the first-class curriculum of foreign language and connect the building of the first-class curriculum of foreign language and first-class discipline of foreign language and literature. Thus, utilizing AI (Artificial Intelligence) and the Internet and expounding on the models of online teaching and offline teaching, the paper, from three aspects, namely, distinctive classes at the micro level, characteristic classes designed by the school at the meso level and various supports by country at the macro level, raises the suggestive ways to bring reference to the building of China’s first-class curriculum of foreign language. At the micro level, it emphasizes (1) building the educational objectives of first-class foreign language curriculum; (2) selecting and organizing foreign language teaching and learning experience; (3) compiling or introducing first-class foreign language teaching materials; (4) conducting a comprehensive evaluation of (2) (3). At the meso level, the main concern is to open up the second characteristic classroom. At the macro level, it emphasizes the importance of national policy guarantees, organization guarantees, mechanism guarantees, and evaluation guarantees. These provide references for promoting the construction of a first-class foreign language curriculum.A


Cai J G. (2018). A Probe into the standards and content of "First-class curriculum" in College Foreign language Circles. Journal of Zhejiang International Studies University (06), 1-5.

Cai Manyuan. (2022). Creative rationality and practical direction of College English First-class curriculum from the perspective of "Curriculum Ideology and Politics". (01), 3-7.

Chen Dongchun, & Wu Min. (2019). On the quality standard and evaluation system of College English "First-class curriculum". (05), 27-32 (in Chinese).

Chun Zheng. (2018). Application of Performance Technology and Blended Learning in Course Design of Students [J]. Educational Sciences: Theory & Practice.

Dubin, F. & Olshtain, E. (1986). Course Design [M]. Cambridge: Cambridge University Press.

Eulho Jung & Dongho Kim, et al. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course [J]. Computers & Education. Jan, Vol. 128, p377-388.

Eulho Jung & Dongho Kim. (2018). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course [J]. Assessment & Evaluation in Higher Education.

Fan Xiangtao. (2019). Conceptual basis and Content design of "First-class curriculum" construction for translation majors. Journal of Zhejiang International Studies University (03), 19-25.

Feng Zhiwen. (2020). The connotation and construction strategy of Chinese first-class foreign language curriculum. Foreign Language Teaching and Learning, 41(02), 59-63.

Guo Yingjian. (2019). On the "First-class curriculum" and its standards for English majors. Journal of Zhejiang International Studies University (03), 8-12.

Hsiu-Ting Hung. (2019). Design-Based Research: Redesign of an English Language Course Using a Flipped Classroom Approach [J]. TESOL QUARTERLY, 2019.

Li Fangyuan, & Yang Rong. (2020). Construction of College English "First-class curriculum" Construction Quality Evaluation system model. Foreign Language Circle (04), 71-79.

Li Jiang. (2019). In the era of artificial intelligence, talents with these 20 abilities are needed. Ph.D., Stanford University,

Ma Wulin, Diao Yangbi, & Wang Jue. (2021). Exploration and Reflection on the construction of Blended first-class College English courses. Foreign Language audio-visual Teaching (06), 94-102.

Mary Ann Christison & Denise E. Murray. (2014). What English Language Teachers Need to Know Volume III [M]. Routledge: Taylor& Francis Group, 2014, pages 4-5.

Michael Ginda. (2019). Visualizing learner engagement, performance, and trajectories to evaluate and optimize online course design [J]. PLoS ONE. 5/6/2019, Vol. 14, Issue 5, pp. 1-19.

Muge Adnan. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course [J]. Computer Assisted Language Learning, v30, n3-4, p204-222.

Notice of The State Council on Issuing and Distributing the Overall Plan for Promoting the Construction of World-class Universities and First-class Disciplines (Guofa [2015] 64) [Z]

Opinions of the Ministry of Education on Deepening the Reform of Undergraduate Education and Teaching and Comprehensively Improving the Quality of Talent Training, Jiaogao [2019] 6.

Qin Jun. (2019). Technology-driven Learning to Build foreign language "First-class curriculum"—Research on the status quo, problems and countermeasures of the construction of national high-quality foreign language open online courses. Foreign Language audio-visual Teaching (03), 55-61.

Stefan Hrastinski. (2019). Teachers as developers of local evidence to improve digital course design [J]. Interactive Learning Environments, 2019.

Taylor, R.W. (1981). The Fundamentals of Curriculum and Instruction, trans. Huang Bing-Huang, 1981, Taiwan Edition.

Veronica Villarroel. (2018). Authentic assessment: creating a blueprint for course design [J]. Assessment & Evaluation in Higher Education, v43, n5, p840-854.

Wang Lifei, & Ren Jie. (2019). The "Six Characteristics" and "six degrees" of Business English "First-class curriculum" standard. Journal of Zhejiang Foreign Studies University (03), 13-18.

Wen Qiufang. (2019). "Golden Class" and "Golden Team of Foreign Language Teachers". Frontiers in Foreign Language Education Research, 2(04), 3-10.

Wu Yan. (2018). China's "First-class curriculum" should be advanced, innovative and challenging [R]. Beijing: The 11th "China University Teaching Forum", 2018.

Wu Yan. (2019). Fight hard to fully revitalize undergraduate education [R]. Zhengzhou: 2019 National Conference of Directors of Higher Education, 2019.

Yang Mingquan. (2016). Curriculum Theory [M]. China Renmin University Press, 2016.

Yu Shengquan & Wang Qi. (2019). Analysis on the development of "AI+ teacher" collaborative path [J]. Research on E-Education, (4),14-22.

Zhang D. (2021). A study on the construction and practice of College English Mixed Golden Curriculum, (01), 71-77.

Zhang J. (2022). Construction of three-stage mixed teaching model in First-class curriculum of Interpreting. Chinese Journal of Translation, 43(02), 75-82.

Zhong Qiquan. (2015). Modern Curriculum Theory (New Edition) [M]. Shanghai Education Publishing House, 2015.

How to cite this paper

Research on First-class Foreign Language Curriculum Construction in China’s Universities: Connotation, Features, and Design

How to cite this paper: Jinlong Zhang, Jinfen Wang. (2023). Research on First-class Foreign Language Curriculum Construction in China’s Universities: Connotation, Features, and Design.The Educational Review, USA7(12), 1955-1962.