DIGITAL INTELLIGENCE-DRIVEN AND INTEGRATED EVALUATION-CONSTRUCTION: PARADIGM RECONSTRUCTION AND PRACTICAL EXPLORATION OF "INTERCULTURAL COMMUNICATION" COURSES IN HIGHER EDUCATION

Addressing critical bottlenecks in traditional intercultural communication instruction—specifically, fabricated communicative contexts, the decoupling of teaching and assessment, and superficial technology integration—this study introduces a synergistic mechanism of "data-intelligence driving" and "evaluation–construction integration" to construct a data-driven precision teaching framework for college foreign language courses. Adopting a backward design approach, the study reconstructs a four-dimensional curricular objective matrix comprising language proficiency, digital-intelligence literacy, intercultural communicative competence, and comprehensive qualities. By deconstructing typical tasks in international professions, it develops a multimodal digital case repository and a three-phase, five-step virtual-real hybrid training chain ("Orient–Instruct–Practice–Explore–Evaluate"). Furthermore, a tripartite attainment assessment model integrating process evaluation, summative evaluation, and value-added evaluation is established. Drawing upon multiple rounds of pedagogical implementation at Zhejiang Yuexiu University, this paper summarizes the implementation pathways, core mechanisms, and preliminary observations of the proposed paradigm, while reflecting on its inherent constraints. This research aims to provide a transferable operational framework for the digital-intelligence transformation of tertiary foreign language courses, acknowledging that its empirical efficacy warrants validation through larger-sample and longer-term empirical testing.