A study on the effectiveness of college English teaching practices based on curriculum ideology and politics
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Abstract
The article examines the effectiveness of English language teaching practices in colleges based on curriculum ideology and educational policy. The work focuses on the relationship between the educational goals outlined in the curriculum and the actual pedagogical approaches used by teachers during the learning process. The study explores key aspects influencing the development of students' language skills, such as the content of educational materials, applied methodologies, teachers' competence, as well as the impact of educational policy. The research methodology includes an analysis of curricula, interviews with teachers and students, and monitoring of students' academic performance. The authors concluded that the effectiveness of teaching practices significantly depends on the alignment between the program's ideology and its practical implementation. The study results can be useful for developing more appropriate approaches to teaching English in colleges, taking into account both academic and social demands.
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