In the era of educational informatization, the rapid development and wide application of smart education technologies have created a new normality for blended teaching models in foreign language teaching. Based on the concept of educational ecology, this paper summarizes the background of blended teaching models, and expounds on the construction of a blended teaching model for minority languages general education courses from four dimensions pertaining to the perspective of blended ecology: the reconstruction of a teaching ecology, the construction of teaching resources, the construction of a teaching model, and the reform of teaching evaluation. Taking the French general education course as an example, this paper discusses the teaching practices and effects of a blended teaching model. Results of the research suggest that technology-empowered blended teaching models are effective in stimulating learners’ inherent vitality, helping them fully absorb the nourishment of information technology and achieving multi-subject, multi-domain, and multi-directional interactions. This, in turn, enhances their language proficiency, critical thinking skills, teamwork abilities, and reconstructs students’ “de-utilitarian” attitude towards general education courses. The teaching model proposed in this study provides theoretical references for the reform of the teaching of minority languages general education courses, and its practical results can offer empirical evidence for the ecological reconstruction of blended foreign language teaching.