Research on the Reform Path of Ideological and Political Education in Public English Courses for Hearing-Impaired Postgraduates from a Multimodal Perspective

This study focuses on the reform of ideological and political education in public English courses for hearing-impaired postgraduates. To address their language acquisition barriers and cultural identity needs, a systematic reform path is proposed based on multimodal teaching resources and the Production-Oriented Approach (POA). By analyzing the current teaching practices, the study identifies disconnections among teaching objectives, methods, and evaluations: Traditional content overemphasizes instrumental language skills while neglecting value-oriented guidance; teaching methods lack innovation tailored to the visual cognitive characteristics of hearing-impaired students; and evaluation systems fail to cover ideological literacy and cross-cultural competence. To resolve these issues, this research constructs a “Language-Ideology-Profession” integrated teaching model, develops visual resources such as sign-language videos and virtual simulations incorporating Chinese cultural themes, designs thematic debates and practical tasks, and establishes a dynamic multi-dimensional evaluation system. Preliminary practices demonstrate that the reform effectively enhances students’ language application abilities and cultural identity, providing theoretical frameworks and practical references for ideological and political education reform in special education.