DIGITAL INTELLIGENCE-DRIVEN AND INTEGRATED EVALUATION-CONSTRUCTION: PARADIGM RECONSTRUCTION AND PRACTICAL EXPLORATION OF "INTERCULTURAL COMMUNICATION" COURSES IN HIGHER EDUCATION
Keywords:
Data-intelligence driving, Evaluation–construction integration, Intercultural communication, Pedagogical paradigm, Outcome attainment assessment, Practical explorationAbstract
Addressing critical bottlenecks in traditional intercultural communication instruction—specifically, fabricated communicative contexts, the decoupling of teaching and assessment, and superficial technology integration—this study introduces a synergistic mechanism of "data-intelligence driving" and "evaluation–construction integration" to construct a data-driven precision teaching framework for college foreign language courses. Adopting a backward design approach, the study reconstructs a four-dimensional curricular objective matrix comprising language proficiency, digital-intelligence literacy, intercultural communicative competence, and comprehensive qualities. By deconstructing typical tasks in international professions, it develops a multimodal digital case repository and a three-phase, five-step virtual-real hybrid training chain ("Orient–Instruct–Practice–Explore–Evaluate"). Furthermore, a tripartite attainment assessment model integrating process evaluation, summative evaluation, and value-added evaluation is established. Drawing upon multiple rounds of pedagogical implementation at Zhejiang Yuexiu University, this paper summarizes the implementation pathways, core mechanisms, and preliminary observations of the proposed paradigm, while reflecting on its inherent constraints. This research aims to provide a transferable operational framework for the digital-intelligence transformation of tertiary foreign language courses, acknowledging that its empirical efficacy warrants validation through larger-sample and longer-term empirical testing.References
[1] Xi J P. Hold high the great banner of Socialism with Chinese characteristics and strive in unity to build a modern socialist country in all respects: Report to the 20th National Congress of the Communist Party of China. Beijing: People's Publishing House, 2022.
[2] Byram M. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters, 1997.
[3] Deardorff D K. Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 2006, 10(3): 241-266.
[4] Sun Y Z. Foreign language education and the cultivation of intercultural competence. Foreign Languages in China, 2016, 13(3): 17-22.
[5] Spady W G. Outcome-based education: Critical issues and answers. Arlington: American Association of School Administrators, 1994.
[6] Wen Q F. Constructing the theoretical system of the Production-Oriented Approach. Beijing: Foreign Language Teaching and Research Press, 2020.
[7] Jiang H X. Promoting the construction of an undergraduate talent cultivation system for English majors with Chinese characteristics: Development and reflections on the National Teaching Guide. Foreign Language World, 2019(5): 2-7.
[8] Wang S R. On "manifesting bright virtue" in foreign language courses: With commentary on the compilation of Mingde College English for a New Era. Foreign Languages in China, 2021, 18(2): 4-9.
[9] Yang J C. Reflections on the construction of curriculum-based ideological-political education in foreign language studies in the new era. Foreign Language Teaching, 2020, 41(6): 11-14.
[10] Black P, Wiliam D. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 1998, 5(1): 7-74.
[11] Zhang W X, Zhao H M, Hu J H. Current status and developmental needs of university foreign language teachers' competence in curriculum-based ideological-political pedagogy. Foreign Language World, 2022(3): 28-36.
[12] Mishra P, Koehler M J. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 2006, 108(6): 1017-1054.
[13] Hu J S, Qi Y J. Foreign language education in China in the era of ChatGPT: Seeking change and responding to challenges. Computer-Assisted Foreign Language Education, 2023(1): 3-6.
[14] Hu J H, Hu J S. Evolution of theories and paradigms over 70 years of informatization in Chinese tertiary foreign language education. Computer-Assisted Foreign Language Education, 2020(1): 17-23.
[15] Cai J G. Revisiting the cultivation of interdisciplinary talent in foreign language majors in the new era: Commemorating the 22nd anniversary of "Several Opinions on Undergraduate Educational Reform for Foreign Language Majors facing the 21st Century". Contemporary Foreign Languages Studies, 2020, 20(1): 44-57.
[16] Chang X L. Textbook development based on the Production-Oriented Approach. Foreign Language Education in China, 2020, 3(2): 17-24.