1 Introduction

Explored the interactive relationship between foreign language education policies and cultural confidence, emphasized the importance of foreign language education policies in national development, and pointed out the impact of cultural confidence on foreign language education planning. At the same time, it analyzed how foreign language education policies can have a counterproductive effect on local culture and cultural confidence through the expression of national will. The research aims to enhance the rationality of foreign language education policies, strengthen the country's cultural soft power, and provide strategies for achieving cultural strength and national rejuvenation.

The Interactive Performance of Foreign Language Education Policies and Cultural Confidence in China

Since the establishment of the People's Republic of China, the interaction between foreign language education policies and cultural confidence has gone through four stages. The period from 1949 to 1965 was the embryonic stage of interaction, with foreign language education policies prioritizing national interests and a relative lack of cultural confidence. The period from 1966 to 1976 was a stage of interactive fragmentation, during which foreign language education was impacted and cultural confidence was abnormally high. From 1977 to 2000, there was an imbalance in interaction, and foreign language education policies tended to be more open, but the one-way input of foreign cultures weakened cultural confidence. Since 2001, it has been an interactive reshaping stage, and foreign language education policies have begun to focus on the dissemination of Chinese culture, emphasizing the importance of foreign language education in promoting the excellent traditional culture of the Chinese nation. The policy orientation has shifted from "language introduction" to "culture going global" to enhance the country's soft power.

Analysis of the Interactive Mechanism between Foreign Language Education Policies and Cultural Confidence in China

Since the establishment of the People's Republic of China, there has been an interactive mechanism between foreign language education policies and cultural confidence in our country. Cultural confidence affects the formulation and implementation of foreign language education policies, and different cultural confidence states affect policy content adjustments to serve national development. Foreign language education policies influence the shaping and cultivation of cultural confidence. Through language planning, the value of educational and cultural resources can be leveraged to strengthen learners' cultural influence, enhance cultural appreciation, and consolidate cultural confidence. Foreign language education has political attributes, cultivates citizens with critical cultural awareness, and safeguards national cultural and political security. It is necessary to integrate cultural confidence awareness into foreign language education policies, guide students to enhance cultural confidence through policies, and serve the development of national education and the improvement of national quality.

Reflections on the Evolution of Interactive Mechanisms

Since the establishment of the People's Republic of China, the interaction mechanism between foreign language education policies and cultural confidence in our country has undergone changes. In terms of policy research, there is a problem of weak awareness of local culture, and the direct introduction of foreign theories has failed to fully explore local culture. In the process of policy implementation, there is a lack of Chinese cultural elements, and while foreign language education is in line with international standards, it has failed to effectively integrate Chinese culture, resulting in a loss of cultural confidence. In terms of policy effectiveness, the dissemination of Chinese culture is insufficient, and foreign language education policies have not fully promoted the "going global" of Chinese culture, affecting its international dissemination and influence.

5 Optimization Paths for the Interaction between Foreign Language Education Policies and Cultural Confidence

The interactive optimization path between foreign language education policies and cultural confidence includes strengthening local cultural awareness, emphasizing the integration of Chinese elements, and enhancing the international dissemination of Chinese culture. Localization research should rely on China's national conditions and the current situation of foreign language education, pay attention to local culture itself, and at the same time, respect and dialectically view foreign cultures in the context of globalization, promoting cultural exchange and mutual learning between China and foreign countries. In the research of foreign language education policies, attention should be paid to non universal language education policies, cultivating local cultural awareness, and leading researchers to understand both ancient and modern, as well as integrate Chinese and Western cultures. In foreign language teaching, textbooks should showcase traditional Chinese cultural materials, and teachers should explore ideological and political elements in the curriculum to cultivate students' patriotism and global perspective. In foreign language proficiency tests, it is necessary to integrate excellent Chinese culture and cultivate patriotism. By adjusting the national foreign language education policy, strengthening the international dissemination of Chinese culture, shaping cultural identity, promoting the "going global" of Chinese culture, strengthening friendly exchanges with countries along the Belt and Road, and creating a cultural brand with Chinese characteristics. In teaching activities, it is necessary to strengthen the teaching design of cross-cultural experiential activities or scenario simulations, select reading works and original foreign language films that are in line with the times, create a good language environment, allow students to experience cultural differences between the East and the West, and promote the international dissemination of excellent traditional Chinese culture.

6 Conclusion

Since the establishment of the People's Republic of China, the interaction between foreign language education policies and cultural confidence in our country has gone through four stages: the emergence of interaction, the fragmentation of interaction, the imbalance of interaction, and the reshaping of interaction. Cultural confidence has an impact on foreign language education policies, which in turn shape cultural confidence. Research is based on historical facts, analyzing interactive representations, identifying problems, and proposing strategies such as strengthening local cultural awareness, integrating Chinese elements, and enhancing international dissemination of Chinese culture to enhance the cross-cultural communication skills of foreign language learners. Future research should clarify the connotation and extension of cultural confidence, explore interactive influencing factors, sort out dynamic transmission mechanisms and cognitive logic chains, propose optimization strategies, construct a foreign language education system with Chinese characteristics, serve the national internationalization talent cultivation strategy, and promote the construction of a culturally strong country.