Research on the Application of Blended PBL-CLIL to the Teaching of "Understanding Contemporary China--Chinese-English Translation"

Abstract

Against the backdrop of the coordinated evolution of educational digitalization and curriculum ideological and political education development, this study focuses on the course "Understanding Contemporary China--Chinese-English Translation," which integrates three dimensions: translation competence cultivation, value shaping, and international communication of Chinese discourse. By integrating online self-directed inquiry with offline collaborative learning, this research constructs a PBL-CLIL teaching model and explores its pedagogical effectiveness. A quasi-experimental study revealed that students in the experimental group receiving blended PBL-CLIL instruction demonstrated significantly higher translation competence than those in the control group, showing substantial improvements in the accuracy, cultural adaptation, and political appropriateness of political term translation. Questionnaire surveys indicated broad acceptance of the new teaching model among experimental group students, with most recognizing its positive role in fostering critical thinking and enhancing cross-cultural communication skills. This study provides a theoretical framework and practical paradigm for achieving organic integration of knowledge impartation, competence cultivation, and value guidance in foreign language education, offering referential significance for ideological and political teaching in the new era.