1 Introduction

After reviewing the National Conference on Ideological and Political Work in Higher Education Institutions, the three major issues faced by university educators are "what kind of people to cultivate", "how to cultivate people", and "for whom to cultivate people". The People's Daily article emphasizes student-centered ideological and political education, and both the Ministry of Education meeting and the "Guidelines for Curriculum Ideological and Political Construction in Higher Education Institutions" emphasize the importance of curriculum ideology. As of October 2022, China National Knowledge Infrastructure (CNKI) has shown that the quantity and quality of CSSCI articles related to "curriculum ideology and politics" indicate that it has become a key focus of higher education research and teaching reform, and has become a consensus among teachers.

Overview of Research on Curriculum Ideology and Politics

In depth exploration of academic research on "curriculum ideology and politics" was conducted, which can be divided into two categories: theoretical exploration and practical exploration. Academic inquiry involves conceptual, curriculum, methodological, systemic, and global perspectives, emphasizing that "curriculum ideology and politics" is a new educational concept aimed at guiding ideological values through professional courses and promoting students' comprehensive development. Practical exploration focuses on instructional design, tasks, and team development, emphasizing the importance of systematic design and deep learning. Scholars propose to integrate ideological and political education into all aspects of curriculum teaching, achieving an interaction between knowledge transmission and value guidance. In addition, a theoretical framework for curriculum ideological and political education has been constructed from the perspective of teachers, emphasizing the leading role of foreign language teachers in cultivating moral character. Overall, foreign language teachers in universities have a clearer understanding of "curriculum ideology" and more effective implementation methods. However, it is still necessary to explore implementation paths that conform to educational laws from a holistic and systematic perspective.

Ideological and Political Education in Foreign Language Curriculum from the Perspective of Educational Ecology

This article explores the construction of ideological and political education in foreign language courses in medical colleges from the perspective of educational ecology. The concept of ecology originated from biology and later expanded to humanities and social sciences. Educational ecology focuses on the interaction between education and the environment, emphasizing the interrelationships between individuals, groups, and ecosystems. The Ministry of Education emphasizes the importance of curriculum ideological and political education construction and requires universities to design ideological and political education content based on professional characteristics. The ideological and political education of foreign language courses in medical colleges should consider multiple stakeholders such as teachers, students, and administrators, as well as factors such as teaching environment, resources, and policies, and conduct systematic and holistic thinking from macro, meso, and micro levels. Build a foreign language curriculum ecosystem that meets the needs of medical talent cultivation, and achieve the goal of educating and nurturing talents.

Ecological Circle Construction of Ideological and Political Education in Foreign Language Courses of 4 Medical Characteristic Universities

The construction of an ideological and political ecosystem for foreign language courses in medical characteristic universities aims to cultivate high-quality medical talents to support the "Healthy China" strategy. This ecosystem includes three levels: macro, meso, and micro, corresponding to value leadership, capacity enhancement, and knowledge objectives, respectively. At the macro level, emphasis is placed on the professional ethics and medical ethics of medical students, while at the meso level, attention is paid to the language proficiency required by students in different majors. At the micro level, emphasis is placed on the cultivation of basic communication skills and medical academic English proficiency. The curriculum system of "College English" at Capital Medical University reflects this life cycle, which is divided into two levels: interpersonal communication and academic language ability cultivation, as well as three stages: general education, medical English bridge courses, and medical professional English courses. Teachers play a key role in the micro level college English ecosystem and need to have a medical knowledge background to achieve the ideological and political goals of the curriculum. Capital Medical University requires newly hired teachers to study basic medical courses through standardized training to enhance their medical specialty subject literacy.

5 Conclusion

The ideological and political education of foreign language courses in characteristic universities is the key to achieving the goal of cultivating students' moral character. Medical colleges need to build a systematic ecosystem of foreign language courses from the perspective of educational ecology, to achieve the three major goals of value guidance, knowledge transmission, and ability enhancement.