Abstract

Variations in the allocation of university resources, teachers’ course selection preferences and teaching commitment levels, as well as students’ course preferences and assessment requirements, create subjective differences. These differences, compounded by the demands of the new liberal arts reform, place significant challenges and pressure on elective course instructors. To meet these demands, elective course teachers should enhance their teaching methods and explore new instructional models. The International Trade in Services course, for instance, has implemented six areas of curriculum reform, enriching the practice of elective course improvement.