The Construction of University English Curriculum 
from the Perspective of Knowledge Communities Theory

Yuanli Chen*

doi:10.70711/wef.v2i6.5308

The Construction of University English Curriculum from the Perspective of Knowledge Communities Theory

Yuanli Chen*

Abstract

This study focuses on the construction and practice of a blended “top-tier curriculum” for university English courses, integrating
innovative teaching methods, evaluation systems, and content design. The curriculum emphasizes output-driven learning, interdisciplinary
knowledge, and moral education, aligning with national strategies and future development needs. The teaching content incorporates both
general English and academic English to foster students’ cross-cultural communication skills and professional development. The flipped classroom approach, supported by online platforms, promotes personalized, collaborative, and inquiry-based learning, enhancing student engagement and creativity. The evaluation system adopts a multifaceted approach, including teacher-student collaborative assessments, to ensure
comprehensive and objective evaluations. The development of the teaching staff is emphasized through continuous professional learning,
aligning with the course’s dynamic, evolving goals. The study also explores the integration of artificial intelligence in developing digital teaching resources, aiming to meet the diverse and interactive needs of students and teachers. This approach not only improves students’ language
literacy but also cultivates their innovative and practical abilities, contributing to the development of a comprehensive “Teaching-LearningResearch-Application” cycle. The findings highlight the importance of integrating technology, interdisciplinary learning, and moral education
in modern higher education.

Keywords

Blended curriculum; Flipped classroom; Output-driven learning; Knowledge communities; Digital literacy

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References

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DOI: http://dx.doi.org/10.70711/wef.v2i6.5308

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