Abstract:

Foreign language education in contemporary China is undergoing a profound period of paradigmatic transformation. Against the epochal backdrop of the intertwined Two Overall Situations, Yang Feng's theory of national consciousness in foreign language education has undergone continuous in-depth development over the past seven years. It has evolved from an academic proposition into a multidimensional and systematic knowledge system including theoretical construction, textbook development, teacher development, curriculum practice, and disciplinary planning. By sorting out the ideological origins and evolutionary trajectory of this theory, this paper constructs a four-tier analytical framework consisting of its essential determination, connotative structure, core attributes, and practical pathways. On this basis, it systematically explores the knowledge radiation and academic influence of the theory. Adopting the theoretical perspective of re-problematization, this paper finally reveals where the vitality of this theory lies—not in providing closed answers, but in continuously opening up spaces for dialogue with the pressing issues of our time.

Key words: foreign language education, national consciousness, theoretical construction, curriculum ideology and politics, New Liberal Arts