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Foreign languages are becoming increasingly valued in China's education system and job market due to the country's rapid economic development and internationalization. The number of people studying Japanese in higher education is over 600,000, with many colleges and universities offering Japanese as a second foreign language. However, Japanese language education in these institutions tends to be teacher-centered and lacks individualized instruction. Students often lack motivation and autonomy in their learning, and their proficiency in grammar knowledge outweighs their ability to communicate effectively. This imbalance in skills emphasis, along with traditional teaching strategies, a lack of authentic materials, inadequate cultural integration, and incomplete assessment methods, contributes to the overall challenges in Japanese language education.

In response to these issues, the Japanese Language Sub-committee has proposed a new round of reform in Japanese language teaching, and many colleges and universities have started implementing changes. The development of educational informatization in China has also provided opportunities for improvement. Policies and documents introduced by the government emphasize the integration of information technology in education, and teaching guidelines for Japanese language majors highlight the importance of incorporating modern technology into language education.

Blended learning, which combines traditional classroom teaching with intelligent teaching tools, has emerged as a promising approach to language education. By creating a dynamic and interactive learning environment, blended learning can enhance students' communication skills and provide them with practical language learning experiences. It has been shown that blended teaching can improve the quality of talent cultivation in higher education.

The Guide to Teaching Japanese at University emphasizes the practical use of Japanese and the development of comprehensive language skills. To achieve these goals, it is necessary to build the Japanese language curriculum from multiple dimensions. The Production-Oriented Approach (POA) has been widely used in foreign language education and teaching in China, as it focuses on localization and addresses the shortcomings of traditional teaching methods. The integration of POA and blended learning can further enhance language education and promote students' communicative abilities.

Therefore, this study proposes the implementation of a new second foreign language Japanese course that integrates the production-oriented approach and blended learning. The course aims to create a supportive learning environment, prioritize listening and speaking skills, incorporate authentic language materials, deepen students' understanding of Japanese culture, and increase their motivation and engagement in language learning. By adopting this approach, students will be equipped with the necessary skills to communicate effectively in real-life situations and will be inspired to continue their language learning journey.