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Curriculum System Construction of English Majors in Local Science and Technology Universities from the Perspective of Connotative Development——Taking Inner Mongolia University of Technology as an Example

Zhiyin Wang*, Xinrong Cheng

College of Foreign Languages, Inner Mongolia University of Technology, Hohhot 010051, Inner Mongolia, China.

*Corresponding author: Zhiyin Wang

Published: 9 November 2022 How to cite this paper

Abstract

Curriculum system construction is the core of connotation construction of the English major. The innovative talent cultivation mode of English majors in Inner Mongolia University of Technology (IMUT) serves the Belt and Road Initiative, helps the construction of new liberal arts, and promotes the construction of national first-class majors. The new curriculum system reflects the distinctive features of technology universities and regional ethnic cultures, and provides a platform not only for cultivating innovative and inter-disciplinary talents with critical thinking ability, but also for guiding the teachers’ research direction. The new curriculum system differentiate the English major in IMUT from other universities in China, which shows its distinctive features. The new curriculum sys-tem of IMUT sets an example for the similar English majors in technology universities to condense their own distinctive features; the new curriculum system of IMUT makes the English major show its irreplaceable value, display its own advantages in foreign language circles; the new curriculum system of IMUT contributes to the construction of new liberal arts, which is advocated by the Chinese Ministry of Education at present.

KEYWORDS: Connotation Construction, Curriculum System Construction, Critical Thinking, Distinctive Features

References

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How to cite this paper

Zhiyin Wang, Xinrong Cheng. Curriculum System Construction of English Majors in Local Science and Technology Universities from the Perspective of Connotative Development——Taking Inner Mongolia University of Technology as an Example. OAJRC Social Science, 2022, 3(3), 258-262.


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