Investigating The Approaches To “Telling Chinese Stories Well” In High School English Classes

After proposing "telling Chinese stories well and spreading Chinese voice well" in 2013,General Secretary Xi Jinping emphasized the need to "tell Chinese stories well" and present a real,three-dimensional and comprehensive China in his report to the 19 th National Congress once again.To "tell Chinese stories well" is not only to tell the Chinese story internally,but also to tell the Chinese story externally."Telling Chinese stories well" in high school English classes is conducive to students telling Chinese stories in English,coping with the impact of Western values and culture on English language learning,promoting the Chinese spirit and culture,and helping high school students to shoulder the responsibility of national rejuvenation.Given the situation,a systematic study on "telling Chinese stories well" in high school English classes was conducted.Based on input theory,output theory,humanistic learning theory,cross-cultural teaching theory,this study focuses on the current teaching situation of telling Chinese stories in high school English classes.102 high school English teachers and 665 high school students in Guangdong and Henan were surveyed by questionnaires and 6 teachers were selected for interviews.The findings show that: first,high school English teachers have a positive attitude toward "telling Chinese stories well" in high school English classes;teachers’ mastery of Chinese stories needs to be strengthened.Second,teachers pay attention to the design of teaching objectives of Chinese stories,but the degree of achieving the teaching objectives is not high;the teaching content of Chinese stories is mainly based on textbooks,and the supplementary related Chinese stories are mostly based on their own subjective experiences and less frequently;the teaching methods are mainly discussion method and situational teaching method,and the situational teaching method is used in a single form,and students seldom feel the use of situational teaching;the teaching environment focuses on building a psychological and cultural environment,while the language,physical and information environment need to be improved;the content of teaching evaluation is not comprehensive enough,the evaluation method is relatively single,and the evaluation subjects and methods are not diversified enough.Third,Teaching itself factors,external factors,teachers’ factors,and students’ factors all have an impact on "telling Chinese stories well" in high school English classes,among which students’ factors have the greatest impact.Based on the above analysis,the study recommends improving the English teaching system of Chinese storytelling by clarifying the teaching objectives of Chinese storytelling,selecting the teaching contents of Chinese storytelling,enriching the teaching methods of Chinese storytelling,optimizing the teaching environment of Chinese storytelling,and improving the evaluation of Chinese storytelling;improving teacher’s quality of "telling Chinese stories well" by raising the awareness of "telling the Chinese stories well",increasing the knowledge base of "telling the Chinese stories well",improving their theoretical knowledge of "telling the Chinese stories well",strengthening their practical skills of "telling the Chinese stories well",and focusing on students’ actual needs of "telling the Chinese stories well";enhancing the management effectiveness of schools by Promoting the implementation of teaching English with Chinese Stories,and strengthening the leadership of the education administration by establishing a relevant policy system for English teaching and testing of Chinese Stories.