1 Introduction

Emphasis was placed on the importance of strengthening the dissemination capacity of Chinese culture, and a distinction was made between the dissemination entities at the national and individual levels. In particular, college students with Chinese cultural knowledge, foreign language ability and Internet skills are the main force of international communication. This article introduces the implementation background, objectives, and student participation of the course "Telling Chinese Stories in English", as well as the course design process and implementation process, aiming to provide reference for cultivating college students' ability to spread Chinese culture.

College Students' Ability to Spread Chinese Culture and Its Cultivation

As an important force in the dissemination of Chinese culture, college students' personal communication abilities play a complementary role in national level communication. Spreading Chinese culture requires cultural identity, political literacy, global perspective, language proficiency, and media literacy. The new goal of foreign language education emphasizes the cultivation of college students' ability to spread Chinese culture through systematic curriculum design. The course 'Telling Chinese Stories in English' aims to cultivate communication skills while shaping values. Existing research focuses more on macro pathways and less on meso pathways. This study aims to explore the design process, principles, and implementation methods of the course "Telling Chinese Stories in English", in order to systematically cultivate college students' ability to spread Chinese culture.

3 Research Background

The design and optimization process of the "Telling Chinese Stories" course was introduced, which started at the end of 2020 and has completed three rounds. The course design is based on literature reading and practical experience, as well as relevant teaching theories. The research data includes teacher discussion records, course files, teaching videos, student peer evaluation records, story scripts and videos, student reflections, etc., aiming to record the entire process of course design and implementation and collect student feedback.

Course Design Process for "Telling Chinese Stories"

The design process of the "Tell Chinese Stories" course was elaborated in detail, including establishing teaching concepts, setting teaching objectives, and developing teaching content. The course design is based on the concept of "integration of teaching evaluation and thinking", integrating "learning application integration", "evaluation is learning" and reflective learning, in order to achieve the combination of teacher teaching and student practice. The teaching objective is output oriented, aiming to cultivate students' ability to tell Chinese stories in English, enhance cultural confidence, and spread Chinese culture. The development of teaching content is aimed at addressing the problems in students' initial drafts, such as weak storytelling and lack of prominent themes. Four main themes of teaching content have been designed, and through independent practice and professional teacher guidance, students have been helped to overcome difficulties and complete the production of story videos.

5 Implementation Principles and Cases of the "Telling Chinese Stories" Course

This chapter elaborates on the implementation principles and case studies of the course "Telling Chinese Stories in English". The implementation of the curriculum follows two core principles: one is the combination of teaching and practice, and the other is that evaluation and reflection run through the entire teaching process. In terms of combining teaching with practice, teachers guide students to discover problems and stimulate their thirst for knowledge through online teaching and students' independent practice by trying story writing and video production. Teachers' online teaching focuses on students' problems and difficulties, using student sample evaluation and excellent example analysis to integrate the questions raised by students in reflection into the teaching content, providing support for students to achieve their output goals. Student independent practice includes self-evaluation, peer evaluation, and reflection after class to promote students' internalization of what they have learned.

6 Conclusion

This chapter emphasizes the importance of cultivating the ability of college students to spread Chinese culture, and based on two years of teaching practice, proposes a systematic design and implementation plan for the course of "Telling Chinese Stories in English". The course aims to achieve two main output objectives, promoting students' audience awareness and cross-cultural competence through a series of teaching activities. The study also found that students who participated in the course experienced different stages of development in their ability to spread Chinese culture, and their worldview, outlook on life, and values also changed accordingly. The paper calls for more scholars to pay attention to the effectiveness of telling Chinese stories in English in cultivating communication skills and values.