A Study on Strategies of Instructing Students to Tell China's Stories in English in the New Era

Abstract

In the current wave of globalization, the connections among countries around the world are increasingly close. China is playing an increasingly important role on the international stage, and there is an urgent need to tell China's story, present China's image and spread Chinese culture to the world. The General High School English Curriculum Standards (2017 Edition, 2025 Revision) also put forward requirements for telling China's story well—having a certain ability to communicate and disseminate Chinese culture across cultures (Ministry of Education, 2020). English, as an international language, is an important medium for China to convey its voice to the outside world and plays a crucial role in cross-cultural communication. However, due to cultural differences and language barriers, there are certain limitations in the world's understanding of China. As English teachers, it is our responsibility to explore effective teaching methods to guide students to tell China's stories accurately and vividly in English, so that the world can better know and understand China. This article, guided by humanistic learning theory, the input and output hypothesis, and intercultural communication theory, explores this issue from the perspectives of what, why, and how.