全球教育展望

培育文化意识、讲好中国故事，是外语教学的时代使命。语言问题是外语教学的本源性问题，语言具有民族性与叙事性等本质属性。语言的民族性不仅反映了民族精神和民族特性的“共同体”本质，更通过世界观、思维方式及社会历史文化等表征，悄然流淌于语言实体之中。叙事话语、叙事内容与叙事行为构成了完整的叙事结构，外语叙事是一种跨文化叙事，承载着两种语言系统与世界观体系的对话与碰撞、转化与吸收、批判与重构，是跨文化表达的关键场域和思想枢纽。“讲好中国故事”实际上是国家叙事的多维呈现，涵盖了中国的文化叙事、历史叙事、现实叙事、国际叙事、内涵叙事与特色叙事。外语教学讲好中国故事，必须坚定文化自信与文明互鉴的有机结合，肩负起培育学生“国际理解”与“中国情怀”的双重任务，在此基础上开展传播中国声音、中国文化与中国精神的国家叙事。同时，外语教学应确立文化导向的教学观，实施文化回应性教学；运用外语叙事教学方法，丰富中国故事的思想深度与生动性；进一步促进外语与中华文化的有机整合，强化外语教材的中国特色，乃外语教学讲好中国故事的根本诉求。

Cultivating cultural awareness and telling the Chinese story well is the mission of foreign language education in the current era. The issue of language is the fundamental problem of foreign language teaching, as language inherently has attributes such as ethnicity and narrative nature. The ethnic nature of language not only reflects the “communal” essence of national spirit and characteristics, but also quietly flows through the linguistic entity, expressed in the worldview, thinking patterns, and social historical culture of a nation. Narrative discourse, narrative content, and narrative action constitute a complete narrative structure. Foreign language narratives are a form of cross-cultural narrative, carrying dialogues and collisions between two language systems and worldviews, involving transformation and absorption, critique and reconstruction. They serve as a key space for cross-cultural expression and a hub for thought. “Telling the Chinese story well” is, in fact, a multidimensional presentation of the national narrative, encompassing cultural narratives, historical narratives, contemporary narratives, international narratives, intrinsic narratives, and distinctive narratives of China. In foreign language education, telling the Chinese story well must adhere to the organic combination of cultural confidence and civilizational exchange. It should undertake the dual tasks of nurturing “international understanding” and “Chinese sentiment.” On this basis, it is essential to carry out the dissemination of China's voice, culture, and spirit through national narratives. At the same time, foreign language teaching should establish a culture-oriented teaching perspective and implement culturally responsive teaching. Using foreign language narrative teaching methods can enrich the intellectual depth and vividness of Chinese stories. Furthermore, it is important to further promote the organic integration of foreign languages and Chinese culture, strengthening the Chinese characteristics in foreign language textbooks. This is the fundamental demand of foreign language education to effectively tell the Chinese story.