On the Ideological-Political Teaching Design of Comprehensive English from the Perspective of Cultivating Critical Thinking: A Case Study of the Text “A Dill Pickle”

Yimei Zhang

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¹ College of Foreign Languages, Huizhou University, Huizhou 516007, China,

erd 2025 , 7(11), 205–215; https://doi.org/10.26689/erd.v7i11.12806

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

The ideological-political construction of foreign language courses requires full exploration of vigorous and valuable elements and scientific teaching design to integrate knowledge transfer, ability cultivation, and value shaping. With a case study of the selected text “A Dill Pickle” from the textbook “Contemporary College English,” this paper explores how to cultivate critical thinking through ideological and political teaching design in the Comprehensive English course. A three-stage model of text deconstruction, cognitive conflict, and language output is constructed to guide students to foster critical thinking and intellectual depth. This study is hoped to provide insights for the theoretical-political construction of foreign language courses based on teaching practice.

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