IEFInternational Education Forum3083-49022981-8605Bio-Byword Scientific Publishing Pty. Ltd.10.26689/IEF.v4i10.16113ArticleConstructing and Practicing the “Three-Guidance Four-Step Blended” Model for Embedding Regional Culture in College English Teaching—A Case Study of Jing-Chu Culturehttps://artdesignp.com/journal/IEF/4/10/10.26689/IEF.v4i10.16113XuXiaoliang20264102026-11-11Against the backdrop of higher education in the new era, which emphasizes cultural confidence and the creative transformation and innovative development of excellent traditional Chinese culture, regional culture—as an organic component and a “localized” vehicle of that tradition—finds its integration into College English teaching both a practical necessity for overcoming the “cultural aphasia” in English instruction and enhancing students’ cultural identity, and an inherent responsibility for local universities to serve the dissemination of regional culture. Drawing on the BOPPPS online-offline blended teaching framework, and taking Jing-Chu culture as a typical exemplar, this paper imperceptibly embeds regional cultural content into learning resources and processes, integrating the textbook, press digital resources, and bilingual resources in the app of “Xuexi Qiangguo,” especially the characteristic Jing-Chu resources, together with various online teaching tools, to construct a “Three-Guidance Four-Step Blended”  teaching model for embedding regional culture in College English teaching. Following the logical thread of “top-level cultural design — four-step teaching process — three-guidance teaching approach — blended teaching scenarios,” the model realizes the contextualized embedding of regional cultural content, such as stories of Jing-Chu historical figures, Jing-Chu intangible cultural heritage and traditional crafts, and Jing-Chu revolutionary culture, throughout the entire online-offline learning process. Practice shows that, while improving students’ English linguistic knowledge and their listening, speaking, reading, writing, and translation skills, the model significantly deepens students’ cognitive understanding of and emotional affinity for regional culture, and cultivates their awareness and ability to tell local stories and disseminate Chinese culture in English.Regional culture, College English teaching, Cultural embedding, Jing-Chu culture, BOPPPS model, Blended teaching

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