1　Introduction

Beginning with the cross-border innovation case of *Nezha: Mo Tong Nao Hai*, this section points out that the traditional talent cultivation model urgently needs reform in this era of diverse integration, with interdisciplinary development being an inevitable choice. It then reviews the evolution of the education system since the reform and opening-up, emphasizing the fundamental challenges posed by the disruptive development of artificial intelligence technology to foreign language translation majors, and reveals the severe predicament currently facing foreign language programs through data showing 101 universities have cancelled undergraduate foreign language majors.

2　The Mutual Reinforcement of Principle and Practice: Dual Value Considerations in Foreign Language Education Reform

This section explores the dual value dimensions of "principle" (dao) and "practice" (shu) that foreign language education reform must balance. In response to current societal pessimism about foreign language majors, the author notes that problems such as knowledge gaps and capability gaps brought by artificial intelligence are not unique to foreign language programs, nor can the difficulties of this field be entirely attributed to technological impact. Drawing on the典故 of Zhou Dunyi's enlightenment at Moon Rock, it reveals the dialectical unity between the essence of things and practice, proposing the construction of a disciplinary ecology where "principle and practice mutually reinforce each other." At the level of "principle," it emphasizes that humanistic quality is the foundation of foreign language disciplines, warning against the utilitarian tendency of "de-humanizing" curriculum design. It calls for cultivating students' critical cultural thinking, literary aesthetic literacy, and cross-cultural critical thinking abilities, and building "bidirectional interpretation" capabilities to connect Chinese and Western cultural communication, as demonstrated by competitions such as "Understanding Contemporary China." At the level of "practice," it advocates leveraging artificial intelligence and other technologies for teaching innovation, while guarding against the erosion of instrumental rationality on humanistic warmth, avoiding standardized assessment that suppresses creative thinking, and preventing falling into the traps of instrumentalization or cultural conservatism. Ultimately, it proposes a trinity reform paradigm of "humanistic foundation—technological empowerment—strategic embedding," using humanistic education to solidify the base, intelligent technology to optimize teaching, and national strategy to anchor direction, thereby achieving value leap in foreign language education through dynamic balance.

3　Practical Explorations in Foreign Language Education Transformation and Reform

This section examines four practical pathways for foreign language education transformation and reform. In terms of integrating with national trends, foreign language education is shifting from "servant" to "leader," reconstructing disciplinary and professional structures, highlighting application orientation, and strengthening international communication capacity building, thereby aligning the small logic of reform with the grand logic of Chinese modernization. Beijing Foreign Studies University, Shanghai International Studies University, and Hunan Normal University have developed exemplary cases. Regarding intensive connotation construction, with cultivating compound foreign language talents at its core, it promotes the transformation and upgrading of talent cultivation from "compound" to "integrated" through three pathways: interdisciplinary integration, cross-industry collaboration, and regional connectivity. In optimizing the educational ecology, artificial intelligence technology is driving educational model innovation, promoting the transformation of foreign language education from "knowledge transmission" to "capability construction." Practices such as Shanghai International Studies University's "Metaverse + Foreign Language Oral Education" project and the Open University of China's "English Adaptive Learning System" demonstrate the potential of technology empowerment. In upholding tradition while innovating, it emphasizes maintaining humanistic foundations amid technological frenzy, constructing a double helix of humanistic and digital elements, distinguishing human intelligence from artificial intelligence and mechanical labor from imaginative creation, returning to the essence of education, and achieving the technological inheritance of humanistic spirit.

4　Conclusion

This section explores the core proposition of seeking balance between technological rationality and humanistic value in foreign language education transformation, proposing a dialectically unified reform philosophy as the fundamental path for foreign language education development in the new era. It emphasizes the need to balance AI empowerment with humanistic spirit preservation, national strategy alignment with professional essence deepening, ultimately positioning within global coordinates to serve Chinese strategy, cultivating high-level foreign language talents through upholding tradition while innovating, and promoting mutual learning among civilizations and the building of a community with a shared future for mankind.