1 Introduction

The concept of "secondary development" of teaching materials was discussed, emphasizing that teachers should adjust and refine the materials based on curriculum standards and student needs during the teaching process. This aims to achieve an innovative transformation of teaching materials into learning materials, thereby enhancing teaching effectiveness.

2 The Compilation Intentions of the Teaching Materials and Key Teaching Points

The paragraph delves into the compilation intent and teaching focus of the "Understanding Contemporary China" textbook series, emphasizing that these materials are not merely political textbooks in foreign languages but aim to cultivate foreign language talents capable of understanding contemporary China and telling China's stories well. The content is selected from authoritative sources such as *Xi Jinping: The Governance of China*, reflecting the discourse characteristics of China's political literature. Teachers should guide students to comprehend the practices and original theories of socialism with Chinese characteristics through thematic unit teaching, thereby enhancing international communication skills. The *Chinese-English Translation Tutorial*, leveraging the expertise of a team of authoritative translation specialists, teaches students to master the narrative strategy of "keeping Chinese culture as the foundation while integrating foreign elements," promoting the external expression of China's innovative theories and value propositions. The textbook underscores the translation principle of "keeping Chinese culture as the foundation" and the practical approach of "integrating foreign elements," using specific cases to demonstrate how to achieve ideal communication effects in the target language context. Teachers should guide students to deeply study key concepts and their English translations, fostering a translation perspective while improving cross-cultural communication skills and enhancing the persuasiveness and resonance of these concepts. The "secondary development" in the textbook requires teachers to guide students to focus on linguistic phenomena related to empathetic communication and interactive dialogue effects.

Three sets of relationships in the practice of "secondary development" of teaching materials

In the practice of "secondary development" for *Understanding Contemporary China: A Chinese-English Translation Tutorial*, the adaptation and refinement of the teaching materials must balance the principle of tailoring instruction to specific contexts with the need for comprehensive knowledge construction. The textbook should not be deified or treated merely as a teaching tool; instead, it should be appropriately adjusted based on students' needs while maintaining the integrity and coherence of its content. The structure of *A Chinese-English Translation Tutorial* is based on China's political, economic, legal, diplomatic, and military dimensions. When designing teaching content, educators should avoid selective teaching to ensure the original intent of the textbook is fully realized.

In the "secondary development" of teaching materials, instructors must strike a balance between context-specific instructional design and helping students build a complete knowledge system. For instance, while military-themed content may seem less relevant to foreign publicity and translation studies, accurately interpreting and translating key concepts is crucial for international communication. Teachers should guide students in understanding important discourses such as Xi Jinping's Thought on Strengthening the Military to accurately convey the Chinese military's stance on just wars and its commitment to safeguarding world peace.

The textbook should harmonize disciplinary content with educational dimensions, avoiding an exclusive focus on language instruction at the expense of its pedagogical function. Educators should inspire students' independent exploration and help them accurately recognize and comprehend the theoretical system and practical strategies of new ideas. For example, by comparing the evolving English translations of the "Four Comprehensives" strategic layout, teachers can guide students to reflect critically on the complexity of translation activities and recognize the developmental nature of scientific theories.

Promoting the innovative transformation of "teaching materials" into "learning materials" is a key direction for "secondary development." Teachers can integrate and innovate diverse teaching resources to make the textbook a means and vehicle for instruction. For instance, inviting experts from different disciplines to contribute to the meaning-making of the textbook or developing non-textual course resources, such as scenario-based teaching, can enhance the perceptibility of the textbook's knowledge. Through these methods, educators can deepen students' understanding and accurate communication of the textbook's content.

4 Conclusion

Baker proposed that translators participate in narrative and discourse construction during translation. The *Chinese-English Translation Coursebook* is crucial for students majoring in English and translation. It should guide students to recognize the strategic significance of translation, cultivate discourse construction awareness, and learn from expert wisdom at the macro, meso, and micro levels. Teachers should avoid mechanical instruction, fully utilize the "secondary development" of teaching materials, and ensure that educational resources are interconnected, open, and dynamic.