We aim to adopt "Professional Bilingualism and Ability to Practice" as our development vision and combine it with the language proficiency promotion goal of the medium and long-term plan. Through establishing the Bilingual Resource Center, a bilingual teaching course promotion committee is formed to develop the bilingual promotion process. We leverage the resources of various units within the school to collectively guide the updating and integration of curriculum, teachers, students, and resources, gradually achieving the goal of "popularizing bilingual practices for teachers and students, professionalizing students' bilingual abilities, and institutionalizing the bilingual teaching environment." A brief description of each strategy is as follows:

(1) Improvement of students’ English proficiency:

We collaborate on implementing bilingual teaching courses, adjust students' language grading, plan corresponding graded teaching materials, and integrate the 3O model teaching concept into the curriculum (where "3O" refers to the combination of On-Podium Teaching (classroom teaching), On-Line Learning (online learning), and On-Campus Testing (on-campus testing)). Our focus is on cultivating all-round English abilities in listening, speaking, reading, and writing. Specific implementation methods include English proficiency graded teaching and assessment, optimizing English proficiency assessment tools (such as optimizing the professional English learning test platform), strengthening students’ learning motivation (e.g., rewards for taking EMI courses, English speaking ability competitions and rewards, outstanding overseas student teaching assistants, bilingual multi-curriculum courses), etc., to provide a conducive bilingual learning environment.

(2) On-campus support and resource system:

Through the planning and promotion of the Bilingual Resource Center and the Bilingual Curriculum Committee, we integrate school resources and formulate key points for implementing bilingual teaching courses (including popularization, basic school standards for bilingual teaching, teaching curriculum plans, self-evaluation reports, etc.).

We enhance teachers’ bilingual teaching capabilities by implementing a bilingual teaching mentor system and hiring part-time teachers majoring in English, external lecturers, or foreign teachers to assist in bilingual teaching. We encourage teachers to participate in bilingual teaching education training and become seed teachers. We provide support for bilingual teaching demonstrations, teaching material production, and development. We strengthen the teacher's bilingual teaching empowerment reward system, including bilingual teaching in the selection projects of excellent teachers, flexible salary, teacher evaluation, etc.

We expand support for bilingual course teaching, including building a professional English learning testing platform and improving the development of language simulation test questions and online course teaching materials. Through bilingual teaching evaluation and school research analysis, it serves as a reference for subsequent bilingual development promotion and revision.

(3) Cooperation with resource sharing and inter-school cooperation mechanisms:

We strengthen cooperation with schools in the cooperative alliance with our school, conduct cross-school bilingual course selection and bilingual teaching workshop experience exchanges, and enhance industry-university-research exchanges and cooperation with international sister schools to promote integrated bilingual teaching further. This improvement aims to enhance teachers' bilingual teaching capabilities and enable students to gradually improve their English application abilities in a bilingual learning environment.