Exploring Reform and Innovative Models for English Teacher Education Curriculum within the Holistic Ideological and Political Education Framework

Grounded in China’s national strategy of Holistic Ideological and Political Education, this study investigates the reform of courses and teaching models within English teacher education programs at the university level. Through questionnaire surveys and in-depth interviews conducted in universities across Shandong Province, it systematically investigates the current state of ideological and political education within these courses. The research identifies that the key constraints preventing its development from a tangible presence to effective implementation are systemic issues, primarily difficulties in transforming teaching paradigms and the lagging orientation of the evaluation system. To address these challenges, this study constructs a teaching framework centered on the core principles of competency orientation,value leadership, and holistic integration. It innovatively proposes a 4A Project-Based Learning model (comprising Assignment, Analysis, Active learning, and Assessment), designed to organically unify knowledge acquisition, competency development, and value cultivation through project-based learning. Furthermore, a whole-process, multi-dimensional evaluation system is designed to resolve the longstanding issue of prioritizing knowledge over values in assessment. This research holds significant theoretical and practical value for enhancing the quality of teacher candidate development and fulfilling the fundamental task of fostering virtue through education.