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This study delves into the effective integration of bi-directional cultural intercultural instruction with Civic and Political teaching in a higher vocational English course and analyzes it with an association rule mining algorithm. By screening the weighted candidate itemsets through the weighted support degree model, the study identifies the itemsets’ positive and negative correlation attributes and mines the association rules between English teaching and students’ bidirectional cultural interduction ability by combining with the decision support model. The article also analyzes the content of Civics and Chinese and foreign cultural elements in the English curriculum. It compares and examines the changes in students’ two-way cultural core literacy and its introduction effect. The results of the study show that after the bi-directional cultural Civics teaching in the English curriculum, students experienced significant changes in worldview, values and Chinese and foreign cultural cognition, with t-values of −4.312, −5.034, and −4.275, respectively, and p-values of less than 0.001. In addition, the students’ bi-directional cultural communication competence improved significantly, with scores ranging from 3.8 to 4.3. The study provides valuable insights into the promotion of Chinese-foreign cultural communication and the reform of higher vocational English teaching. |
