1 Introduction

The discussion focused on the integration of college English teaching into the curriculum ideological and political education system, as proposed in the 2020 edition of the "Guidelines for College English Teaching", emphasizing the importance of cultivating students' moral character. It is pointed out that current research focuses more on teacher teaching methods and neglects the learning process of students. Based on this, this study integrates the cultivation of medical humanities knowledge and literacy into college English teaching in medical colleges, constructs and practices a university ESP moral education teaching activity model, and explores the implementation of ideological and political education in real teaching environments. By analyzing students' reflection logs, reflecting on teaching practices, summarizing teaching problems, and proposing solutions.

2 Literature Review

This article explores the connotation of moral education in ESP teaching in medical colleges, emphasizing that its purpose is to enhance students' medical humanities literacy and medical ethics, and cultivate medical workers with great love, morality, and emotions. As the core of social and cultural theory, activity theory has been developed by Engestr ö m into the activity triangle model, which is widely used in language education and teaching research. It includes seven elements: subject, tool, object, rule, community, division of labor, and outcome. Qin Lili and others combined activity theory with ideological and political education in courses, proposing a theoretical framework for the effectiveness of ideological and political education in college English courses. Domestic research has focused on the relationship between activity theory and ESP teacher identity, as well as the application of activity theory in ESP teaching, but has not yet linked activity theory, curriculum ideological and political education, and ESP teaching. This study aims to conduct empirical research on ideological and political education in university ESP teaching from the perspective of activity theory.

Construction of Teaching Activity Model for ESP Moral Education in Three Universities

Based on the third-generation activity system structure, a teaching activity model for ESP moral education and talent cultivation in medical colleges was constructed. The model includes the "knowledge" system and the "action" system, which respectively emphasize students' understanding of the connotation of morality and the shaping of behavior. The model elements include subjects (learner groups A and B), objects (moral education goals and ESP language goals), moderation tools (textbooks, audio and video, etc.), learning communities (teachers and students), rules (classroom rules, grading requirements, etc.), and division of labor (division of labor for different activities and stages). Through this model, university ESP learning leaders use textbooks and other tools to engage in classroom activities with the theme of moral education and talent cultivation in the teacher-student community, achieving the integration of knowledge and behavior. Object 3 is the curriculum of ideological and political education that combines knowledge and action, reflecting the level of students' knowledge and practice of morality.

Practice of the ESP Moral Education Teaching Activity Model in 4 Universities

This chapter introduces the model practice of the university ESP moral education and talent cultivation teaching activity participated by 57 nursing students from the 2022 cohort of Beijing University of Traditional Chinese Medicine. The practice lasts for two semesters, with one class hour per week, for a total of 30 class hours, using the textbook "New Version of Advanced College English Comprehensive Course" (1-4). The research group designed 20 team oral presentation topics based on the themes of textbook units and medical humanities content. Each unit has two topics, focusing on the understanding of the connotation of "virtue" and the behavioral interpretation of "virtue". Students are free to choose topics and form teams, completing one report per semester for a total of two. The practical case demonstrates the application of "Human Touch" in Unit 4 of the "New Version of Advanced College English Comprehensive Course 1", including two topics: 1) exploring the contribution of "Ren" to the development of the nursing industry, harmonious society, and world peace; 2) Share personal or others' volunteer experiences from the perspective of benevolence. A. Two groups of students (4 in each group) lead the university ESP learning for this unit.

Practical analysis of the ESP moral education teaching activity model in 5 universities

This article elaborates on the practical analysis of the ESP moral education teaching activity model in medical colleges, with a particular focus on the "knowledge" and "action" systems of the "human kindness" unit. In the "knowledge" system, group A students acquire language knowledge and cultural background related to "ren" through self-directed learning and group discussions, while the "action" system focuses on how group B students integrate "ren" behavior into practical actions. Before the activity, teachers help students clarify their learning goals, provide necessary adjustment tools, and adjust rules to promote self-directed learning. During the activity, students build a multidimensional interactive learning community and produce activity results through forms such as team oral presentations. After the activity, teachers expand students' understanding of "benevolence" and enhance their humanistic care abilities through comments, supplementary materials, and organized discussions. The two systems achieve interaction and meaningful negotiation between "knowledge" and "action" by sharing learning communities, problem-solving tools, and rules, helping students transform from understanding "benevolence" to practicing it. After the end of the teaching practice, students' reflection logs showed that they gave positive evaluations of the role of team oral reports in moral education, believing that it helped deepen their understanding of the concept of "benevolence" and reflected it in practical actions.

6 Existing Problems and Solution Suggestions

Discussed the problems and solutions in ESP teaching in medical colleges. The first issue is that students' English proficiency does not match their learning goals. It is recommended that teachers guide students to set learning goals based on their actual abilities, cultivate their moral qualities of seeking truth from facts and being diligent in learning, and provide targeted guidance. The second issue is the insufficient professionalism of the adjustment tools. It is recommended that teachers recommend professional books, design targeted exercises, produce micro videos, etc., to strengthen moral education and medical humanities education.

7 Conclusion

Summarized the design and implementation of a university ESP moral education teaching activity model based on activity theory, and verified the role of this model in improving the learning initiative of medical students in moral education and optimizing teaching effectiveness through empirical research. Three research directions for future teaching practice have been proposed: enriching the forms of medical humanities teaching activities, exploring the ideological and political components in non ideological and political discourse, and comprehensively and objectively evaluating the effectiveness of curriculum ideological and political teaching. We look forward to further and systematic research on the practical application of activity theory in university ESP teaching and moral education.