1 Introduction

The Ministry of Education has released a document to promote the construction of undergraduate foreign language majors, emphasizing the cultivation of business English talents and teaching reforms, proposing the establishment of evaluation standards and implementation strategies for the "golden course" of business English, in order to cultivate high-quality foreign language talents.

2 Development Status and Research Framework of Golden Courses

In 2018, the Minister of Education proposed the concept of five golden courses, emphasizing high level, innovation, and challenge. The research on the evaluation criteria for the "Golden Course" of Business English is extensive, involving interdisciplinary challenges, CIPP evaluation model, learning experience evaluation indicators, combination of quantitative and qualitative evaluation, ideological and political golden course strategies, dynamic comprehensive evaluation system, and introduction of third-party evaluation. Experts have proposed the concept of ideological and political education in the curriculum, the "Five Degrees" requirement, the improvement of the curriculum system, the updating of teaching content, the reform of teaching methods, the enrichment of teaching tools, and the optimization of evaluation methods. The research framework revolves around the five major "golden courses", proposing three dimensions of curriculum ideological and political education, speculative innovation, and practical application to construct evaluation criteria and implementation content.

3. Evaluation and Implementation Content of Course Ideology and Politics

The "Golden Course" of Business English emphasizes the ideological and political nature of the curriculum, aiming to cultivate moral character, enhance intellectual support for global governance, and strengthen cultural confidence. The evaluation dimensions include policy guidance, teachers' ideological and political teaching ability, and students' acceptance ability. The ways to enhance the ideological and political literacy of teachers and students include teaching design, materials, and activities. The core curriculum adopts the "BOPPPS" teaching mode, emphasizing student led and teacher-student interaction. The integration of business knowledge courses with ideological and political education, utilizing online and offline teaching, cultivates students' ability to learn independently and collaboratively through pre class, in class, and post class activities, and enhances classroom participation and sense of achievement.

4. Evaluation and implementation content of speculative innovation

The construction of the "Golden Course" in Business English emphasizes critical thinking and innovation, aiming to enhance students' logical thinking and independent thinking abilities. The curriculum includes courses on English knowledge and skills, such as comprehensive business English, business English listening and speaking, reading, writing, and translation, as well as courses on business knowledge and skills, such as economics, management, international business law, etc. The teaching method adopts heuristic teaching and research-based learning, cultivating students' innovative thinking through interactive and debate activities. Cultural literacy courses improve students' cross-cultural communication skills and humanistic literacy through project-based teaching methods and content based courses.

5 Practical Evaluation and Implementation Content

The practical evaluation and implementation contents of the "golden course" construction of business English emphasize the importance of practical teaching in talent training, adapting to the needs of the "the Belt and Road" and the construction of new liberal arts. The evaluation criteria cover the construction of practical teaching system, blended online and offline teaching, virtual simulation teaching, social practice teaching, and graduation thesis guidance. The specific implementation includes: blended online and offline teaching for language skills courses, virtual simulation teaching for business skills courses, business activity simulation and school enterprise cooperation for social practice teaching, as well as the combination of academic research and industry research capabilities for graduation thesis. Industry or enterprise experts participate in guidance and defense to enhance the effectiveness of practical teaching.

6 Conclusion

The "golden course" construction of business English is of great significance to improving the quality of undergraduate teaching and supporting the construction of the "the Belt and Road". The evaluation criteria include the ideological and political nature, innovative thinking, and practical application of the curriculum. The ideological and political aspects of the curriculum are evaluated through the guidance of the education department, the ability of teachers, and the acceptance of students, using the "BOPPPS" model and diverse reading and writing theory to integrate ideological and political elements. Speculative innovation stimulates students' critical thinking ability through various teaching methods and "content based" teaching. Practical design of business practice scenarios through blended online and offline teaching and virtual simulation teaching. These measures aim to cultivate students' abilities in innovation, collaboration, and comprehensive application of Business English, which is of great significance for the construction of Business English majors in the context of the new liberal arts.