TITLE:
A Case Study of Basic Japanese Teaching from the Perspective of Curriculum Ideological and Political Education: Taking Lesson 13 of New Classic Japanese Basic Course (Volume 1) as an Example
AUTHORS:
Tao Zhai
KEYWORDS:
Curriculum Ideological and Political Education, Basic Japanese, New Classic Japanese, Teaching Case, Blended Teaching
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.5,
May
25,
2026
ABSTRACT: To address the long-standing problems in current basic Japanese Curriculum Ideological and Political Education (CIPE), namely the disjuncture between value guidance and language instruction, the scarcity of replicable micro-level teaching cases, and insufficient online-offline integration, this study explores effective pathways for single-lesson ideological-political integration in first-year undergraduate courses. Using Lesson 13, “Memories” of the New Classic Japanese Basic Course (Volume 1) as the research object, and based on Constructivism, the Production-Oriented Approach (POA), and other core teaching theories, this study adopts the literature review method, case study method, and action research method to construct a three-dimensional permeable CIPE integration system and design an 8-class-hour online-offline integrated teaching scheme. Preliminary findings indicate that the refined full-process design of micro-level single lessons can effectively alleviate the disconnection between CIPE and language teaching in this specific teaching context; two-way cross-cultural comparison has demonstrated a positive effect on enhancing cultural confidence among the participants in this study; and process-oriented quantitative evaluation can significantly improve the operability of CIPE implementation. This study provides a replicable practical paradigm for the CIPE construction of textbooks of the same series and other basic foreign language courses.