1 Introduction

In March 2022, a revised version of the "Teaching Guide" was released, which added specific guidance for Spanish language teaching. The "Guidelines" have been compiled since 2013 with the aim of refining the "National Standards" and providing a quality basis for Spanish language teaching. The revision and writing of the "Guidelines" are the responsibility of the Spanish language sub committee of the outsourcing commission, and the author participated in the entire process as a member of the expert committee. Spanish, along with English and Japanese, is a second level subject under the first level discipline of foreign language and literature. The "Teaching Guidelines" for each language are formulated under the unified coordination of the Foreign Language Commission. Existing research mostly analyzes how various language guidelines reflect the overall concept of the National Standards from a macro perspective, but the significance of the Guidelines for frontline teaching lies in combining the spirit of the Guidelines with practical teaching. The Guide not only reflects the commonalities in structure and philosophy with various foreign languages and literature, but also its specific connotation is a targeted plan for improving current Spanish language teaching in China. This article analyzes how the "Guidelines" respond to the needs of Chinese Spanish education from the perspective of curriculum theory. It provides a comprehensive curriculum plan for Spanish majors in universities in the new era from the dimensions of training objectives, course content, course organization, and course evaluation, in order to promote the implementation of the "Guidelines" and provide reference for frontline teachers to design courses and organize teaching practices.

The Era Needs Faced by the Guidelines from the Perspective of Curriculum Theory

From the perspective of curriculum theory, the contemporary demands faced by the "Guidelines" include two paradigms: modernism and postmodernism. Modernist curriculum theory emphasizes the static relationship between curriculum objectives, content, organization, and evaluation, while postmodernism advocates dynamic and open curriculum objectives and content, as well as equal cooperation between teachers and students. The Guidelines should adapt to the development needs of the Spanish language discipline in China, establish teaching principles and directions. In terms of social demand, China's role transformation on the international stage requires the cultivation of professional talents who are familiar with international rules and proficient in foreign languages. In terms of student demand, the change in the source structure of Spanish majors in universities requires differentiated teaching to achieve individualized instruction. In terms of disciplinary development, Spanish language teaching needs to shift from cultivating single language skills to cultivating versatile talents to enhance talent competitiveness.

The guidance of the "Guidelines" on the construction of Spanish language majors from the perspective of curriculum theory

From the perspective of curriculum theory, this article provides a detailed interpretation of the guiding role of the "Guidelines" in the construction of Spanish language majors. Firstly, it emphasizes the core position of training objectives in curriculum theory, pointing out that the "Guidelines" place training objectives at the forefront, aiming to cultivate Spanish language professionals with good comprehensive qualities, solid Spanish basic skills, and professional knowledge abilities. Secondly, the "cultivation standards" of the course content were discussed, including quality requirements, knowledge requirements, and ability requirements, with particular emphasis on the cultivation of international communication and critical thinking abilities. Subsequently, the "curriculum system" and "teaching plan" of course organization were analyzed, and it was pointed out that the "Guidelines" encourage universities to develop diversified and distinctive professional courses based on national and local needs. Finally, the importance of course evaluation was discussed, emphasizing the combination of formative and summative evaluation, as well as the guiding role of teachers in the evaluation process. Overall, it elaborates in depth on how the "Guidelines" guide the construction of Spanish language majors to meet the educational needs of the new era.

4 Conclusion

As a guiding plan for the construction of the Spanish language discipline and talent cultivation, the "Guide" meets the needs of the national macro development strategy and proposes a new curriculum plan. Teachers need to integrate educational objectives, training goals, and teaching goals, and set systematic and complete curriculum objectives. The course content should integrate language skills and subject knowledge, incorporate traditional Chinese culture and regional studies, and cultivate students' international communication skills, cross-cultural communication skills, and critical thinking abilities. The course organization should meet the requirements of first-class course construction, based on the standard of "one degree for both genders", create golden courses, and flexibly organize teaching according to the specific situation of the school. Course evaluation should strengthen the cultivation of students' problem-solving abilities, and focus on interaction and guidance incentives in process evaluation.