Web News Report (By Correspondent Liu Weiying) On the afternoon of October 30, the School of Foreign Languages held an experience-sharing session on curriculum development titled “Two-Way Empowerment Between Curriculum and Competency” in Room 119 of the Liberal Arts Building. The session featured a presentation by Bie Jinqiu, Director of the National First-Class Course "English Grammar" and Associate Dean of the Undergraduate College, on the topic “Two-Way Empowerment Between Curriculum and Competency: Building a Teacher Development Ecosystem.” She shared insights and reflections from her practical and theoretical experience in the application and development process of national first-class courses. The session was chaired by Wang Wei, Director of the English Department, and attended by approximately 40 participants, including all members of the National First-Class Course "English Grammar" team and faculty members of the school.

In her presentation, Bie Jinqiu elaborated on the core philosophy and practical logic of “two-way empowerment between curriculum and competency.” She emphasized that the development of foreign language courses in higher education should be framed around six key elements: objectives, content, implementation, evaluation, resources, and promotion. By leveraging a teaching ecosystem encompassing “teachers—students—research—evaluation—application,” the comprehensive competencies of teachers can be systematically enhanced in areas such as instructional design, implementation, evaluation, pedagogical research, and intercultural communication. This approach fosters a virtuous cycle where curriculum development and teacher development mutually reinforce each other. In terms of curriculum innovation, she proposed integrating “English Grammar with Chinese Culture” as a pathway and utilizing short videos as a medium to design teaching projects. This method guides students to use English for interpreting Chinese idioms in authentic contexts, enhancing the authenticity and expressiveness of language learning while effectively stimulating student engagement and content creativity. She further emphasized the importance of disseminating course outcomes through multiple channels, including academic conferences, forums, and social media platforms, to translate classroom practices into broader societal impact and gradually build a high-level curriculum system with exemplary significance.

In her supplementary remarks, the Dean of the school Chen Mingfang noted that while “English Grammar” is a foundational course, developing it into a first-class course poses significant challenges. In the preliminary phase, the course team conducted extensive research on the teaching of similar courses nationwide, observing recordings and in-person classes of “English Grammar” courses that had been recognized as exemplary, high-quality, or gold-standard offerings. While learning from the strengths of these courses, the team delved deeply into the theoretical foundations of curriculum development, recognizing the necessity and urgency of bridging theoretical learning with practical application for students and highlighting the “student-centered, practice-oriented” teaching philosophy. Extracurricular activities, such as the ongoing “A Bit of Chinese” group interactions or individual student projects, have become integral components of the course development. Faculty publications, social media posts related to curriculum development, and curated collections of student practical work represent phased achievements of the course. From the perspective of integrating linguistic theory with teaching practice, Chen Mingfang also pointed out that given the diversity of grammatical theories, teachers should guide students to understand multiple theoretical frameworks while encouraging teachers to incorporate independent insights into their teaching, thus forming distinctive and innovative course features.

The sharing session, rich in content and forward-looking in perspective, provided valuable theoretical references and practical guidance for teacher professional development and curriculum development. It also injected new momentum into the school's ongoing efforts to advance teaching reform and foster a positive teaching ecosystem. (Reviewed by Chen Mingfang)