Feminist translation theory reconstructs the essence of translation from a gender perspective, breaks the binary opposition between original works and translations, and emphasizes the translator’s subjectivity and the cultural and political attributes of gender discourse. Current literary teaching in colleges and universities still has problems such as focusing on language transformation as the core, lacking gender dimensions, and marginalizing the translator’s role. Based on the core viewpoints of feminist translation theory, this paper explores its compatibility with literary teaching in the cultivation of subjective consciousness, dimensions of text interpretation, reconstruction of teaching objectives, and development of critical cultural competence. It then proposes four innovative paths: gender-oriented text selection, strategic integration in classroom teaching, diversified reconstruction of the evaluation system, and collaborative construction of practical platforms. Combined with classic translated texts such as Toni Morrison’s “Love” and Sylvia Plath’s “The Bell Jar,” the study verifies the operability of the theory in teaching. It aims to promote the transformation of literary teaching from single language training to the cultivation of cross-cultural gender awareness, and provide theoretical references and practical paradigms for the innovative development of literary education in the new era.