1 Introduction

Since the Westernization Movement, foreign language education in China has played a strategic role in different historical stages and promoted the development of foreign language education. Since the 18th National Congress of the Communist Party of China, foreign language education in universities has been committed to cultivating high-end international talents with a global perspective and international negotiation skills. The Ministry of Education has issued a guiding document emphasizing the importance of curriculum ideological and political construction, and establishing the central position of moral education in foreign language curriculum ideological and political education. In 2022, the Ministry of Education and the Central Propaganda Department jointly released the "Understanding Contemporary China" multilingual version series of textbooks, aiming to enhance students' understanding of contemporary China. Foreign language teachers face the challenge of strengthening students' sense of identification with teaching content and improving classroom interaction. This article explores the application of dialogue teaching method, identity teaching method, and material teaching method in the classroom teaching of "Understanding Contemporary China: English Speech Course", providing reference for other universities.

2 Teaching Methods

The dialogic teaching method is based on Bakhtin's dialogic ideas and Vygotsky's socio-cultural theory, emphasizing the formation of a community of meaning between teachers and students in the classroom, and promoting the development of students' critical thinking abilities through interactive behavior. The theory of language socialization focuses on the cultural, interactive, and identity characteristics of language acquisition, and teachers strengthen students' understanding of teaching content through multidimensional dialogue. The identity teaching method focuses on the temporary, dynamic, and unstable nature of identity recognition, revealing the complexity of language learning and teaching by focusing on gender, race, culture, and other aspects. The material teaching method focuses on the social material interaction between learners and the environment, emphasizing the agency of material elements in teaching, and teachers and students jointly form a teaching community.

3 Teaching Experiences

In the context of the new era, foreign language education reform emphasizes the cultivation of language ability and critical thinking ability, and the college English teaching guide proposes ideological and political requirements for the curriculum. In teaching practice, teachers explore various teaching methods to enhance students' initiative in foreign language learning and improve classroom efficiency. Immersive teaching methods create a "safe space" through the use of target language, promoting students' expression of meaning. In the teaching of "Understanding Contemporary China: A Course in English Speech", identity oriented teaching methods help create multicultural spaces and enhance students' classroom initiative. Teachers need to recognize the importance of this course in cultivating national awareness among foreign language talents, and integrate teaching objectives, content, and methods with national cognition, identification, and expectations to cultivate students' national awareness. Teachers should possess patriotism and an international perspective, and pay attention to students' understanding of contemporary China and international communication.

4 Conclusion

The launch of the "Understanding Contemporary China" series of textbooks marks a transformation in foreign language education in China, and corresponding teaching methods also need to be reformed. The three teaching methods discussed in this article have effectively improved the teaching effectiveness of "Understanding Contemporary China: English Speech Course", promoted the development of language and nonverbal resources for teachers and students, and strengthened teacher-student interaction through social practice in the classroom. These teaching methods have a positive empowering effect on both teachers and students, with teachers being more proactive in teaching and having a positive impact on teaching beliefs and career development. Students deepen their understanding of contemporary Chinese socio-economic development and enhance their sense of national identity through participating in learning and practice. It is expected that in the future, with the application of more advanced teaching methods, the role of this series of textbooks in serving national strategic needs will become more apparent.