Research on Enhancing Teaching Quality of Ideological and Political Education in College English Curriculum Based on Cognitive-Affective Theory

In the context of the new era, college English courses serve not only as a platform for cultivating language proficiency but also as a critical field for integrating ideological and political education. Grounded in cognitive-affective theory, this study explores effective methods to enhance the quality of ideological and political teaching in college English. Employing a combination of literature review and theoretical construction, the research systematically examines domestic and international studies on cognitive-affective theory and curriculum-based ideological and political education. It further analyzes the integration of cognitive and affective teaching objectives in college English courses. The study develops a theoretical framework to illustrate how cognitive-affective theory fosters students' intellectual engagement, emotional resonance, and value recognition. Recommendations are proposed across dimensions such as instructional design, faculty development, and assessment mechanisms, alongside the construction of an optimization model guided by cognitive-affective theory for ideological and political teaching. Findings indicate that integrating cognitive-affective theory into college English significantly improves students' ideological identification, enhances their learning motivation and language skills, and promotes comprehensive attainment of ideological and political goals. This research provides theoretical support and practical guidance for improving the quality of ideological and political teaching in college English, laying a foundation for future studies in the field.