1 Introduction

Emphasis was placed on the importance of ideological and political education in business English courses, pointing out the existing problems in current education, such as the separation of professional education and ideological and political education, and insufficient value guidance. The research aims to explore the application of CLIL model in ideological and political teaching of Business English courses, in order to promote educational reform and talent cultivation.

2. Review of Related Research

In recent years, ideological and political education in college English courses has received attention, and researchers have proposed combining ideological and political education with English teaching to enhance students' ideological and moral qualities and comprehensive literacy. Teachers should adopt diverse teaching methods, such as storytelling, discussion, and collaborative learning, to stimulate students' interest and participation. Empirical research shows that this teaching method has a significant effect on improving students' quality. At the same time, it is crucial to enhance the ideological and political teaching ability of teachers. Scholars have proposed a five dimensional framework that includes educational literacy, disciplinary literacy, teaching literacy, scientific research literacy, and global literacy.

Analysis of Problems in Ideological and Political Teaching of Business English Courses

The ideological and political teaching of Business English courses aims to integrate ideological and political education with Business English teaching, and enhance students' comprehensive quality and professional abilities. However, there are problems such as superficial teaching objectives, fragmented content, standardized activities, and single evaluation. The teaching objectives should achieve the unity of knowledge transmission and value guidance, but teachers often overlook the combination of instrumental and humanistic aspects, leading to the superficiality of ideological and political education. The teaching content lacks exploration of business ethics and social responsibility, and the teaching activities focus too much on language skills and case analysis, lacking innovation and team cooperation cultivation. The evaluation method is single and neglects the assessment of morality, cultural literacy, and social responsibility.

Characteristics of Ideological and Political Education Design in Business English Course under CLIL Teaching Mode

Under the CLIL teaching mode, the Business English course emphasizes interdisciplinary learning and the cultivation of core competencies, promoting students to use interdisciplinary thinking to solve problems through real problems and task driven approaches. The CLIL model is led by content culture and mediated by language, aiming to enhance language fluency and deep understanding, and collaboratively develop language thinking and disciplinary abilities. The design of ideological and political education curriculum integrates subject content and ideological and political content, with characteristics of integration, contextualization, and practicality. Teaching design relies on integrated teaching, integrating ideological and political content into teaching objectives, content, activities, and evaluation processes. For example, setting dual teaching objectives, selecting content that permeates ideological and political education, and guiding students to explore the social impact of business decisions through group discussions, role-playing, and other activities. Situational teaching supports the creation of a realistic learning environment and task driven approach to enhance students' language expression ability, promote self-directed learning and exploration, such as simulating business activities, case analysis, etc. Comprehensive practice serves as a carrier to strengthen the integration of disciplinary knowledge, such as selecting business English themes with ideological and political significance, organizing practical activities, guiding students to realize social responsibility and ethical norms in business activities, and promoting the integration of core competencies, such as the cultivation of professional spirit, business ethics awareness, and social responsibility.

Design and Practice of Ideological and Political Education in Business English Course under CLIL Mode

Zhang Dandan (2021) emphasized the necessity of reforming ideological and political education in business English major courses, proposing that the implementation of ideological and political education in courses should clarify talent training objectives, integrate resources, enhance teacher capabilities, and innovate teaching methods. The CLIL model promotes students' internalization of knowledge by linking professional knowledge with language skills. Taking the "Marketing" unit of the "Introduction to International Business" course as an example, following the CLIL principle, the course objectives, content, and evaluation are reformed to construct a teaching path of "one subject, two key points, and three integrations", achieving a "trinity" teaching of knowledge, ability, and literacy. Teaching design integrates literacy, knowledge, and ability goals, using various teaching strategies such as previewing, teaching, multimedia demonstrations, case analysis, etc., focusing on domestic and international practical experience, integrating Chinese culture and international perspectives.

6 Conclusion

The design of ideological and political education in Business English courses focuses on talent cultivation, adopts CLIL mode, revolves around ideological and political content, and gradually improves students' language knowledge and business skills through discourse learning. Teaching design aims to deepen the teaching content, from surface to depth, from fragmentation to systematization, explore the values behind knowledge, and achieve the educational goals of the curriculum. By innovating the course content, teaching process, and evaluation, the concept of cultivating students' moral character is integrated into teaching, achieving the coordinated development of professional courses and ideological and political education, and comprehensively cultivating students' ideological and moral literacy.