introduction

The importance of integrating excellent traditional Chinese culture teaching into English learning was discussed, emphasizing the cultivation of students' sense of national identity and cultural confidence. Based on the theory of national identity and the requirements of the "Compulsory Education English Curriculum Standards (2022 Edition)", this paper proposes a teaching design approach to promote national identity in English teaching, aiming to provide teachers with a reference path to enhance students' sense of national identity.

Analysis of Identification Status and Learning Situation

Explored the concept of "identity" and its importance in English teaching, emphasizing the process of individuals forming identity through cultural exploration and commitment. By analyzing students' identification status, teachers can more effectively integrate excellent traditional Chinese cultural education to enhance students' sense of Chinese cultural identity and national identity.

Types of National Identity and Discourse Analysis

This article introduces the five dimensions of national identity: identity, political identity, cultural identity, historical identity, and geographical identity. It emphasizes that while teaching excellent traditional Chinese culture to achieve cultural identity, attention should also be paid to the cultivation of other identity dimensions to promote the comprehensive formation of national identity.

National identity, cultural awareness cultivation, and teaching goal design

Emphasize the integration of excellent traditional Chinese culture into English teaching to promote the cultivation of students' sense of national identity. Teachers need to guide students to explore China's material, spiritual, behavioral, and institutional culture in depth, and cultivate students' cultural awareness and cross-cultural communication skills through the three dimensions of "comparison and judgment", "debugging and communication", and "perception and internalization" proposed in the Curriculum Standards. These dimensions are closely related to national identity and aim to help students form a profound understanding and identification with Chinese culture, establish an international perspective and cultural confidence. The design of teaching objectives should start from these three dimensions, promote students' exploration of the depth and breadth of China's excellent traditional culture, and form a commitment to Chinese culture.

National identity, experiential learning circle, and activity design

Explored how to design English teaching activities through the experiential learning circle model to promote students' sense of identification with excellent traditional Chinese culture and national identity. The cultural awareness stage objectives of the Curriculum Standards provide direction for teaching, and the experiential learning circle model emphasizes experiential, emotional, and meaningful learning, which is in line with the cultural awareness cultivation concept of the Curriculum Standards. Yan Lin and Dong Beifei (2023) localized the experiential learning circle and proposed four types of cultural experiential learning activities aimed at cultural identity: experiencing and describing, thinking and elaborating, comparing and analyzing, reflecting and reconstructing. These activities correspond to two levels: learning comprehension and practical application, as well as perception and internalization, which help students form national identity. When designing teaching activities, teachers should combine these cultural experience activities with the English learning activity concept and cultural awareness cultivation objectives.

Design process for teaching Chinese excellent traditional culture to promote national identity

A teaching design process for promoting national identity in English teaching has been proposed, which includes four steps: discourse analysis, learning situation analysis, teaching objective design, and activity design. Discourse analysis should be combined with national identity types, such as cultural and historical identity during the Spring Festival; Learning situation analysis should be associated with identification status to determine students' level of identification; The design of teaching objectives should be linked to the goals of the cultural awareness stage, and progressively designed goals should be developed layer by layer; Activity design should create scenarios, design activities such as experiencing, thinking, comparing, reflecting, etc., to promote students' understanding of excellent traditional Chinese culture and national identity.

conclusion

The importance of integrating national identity education into English teaching was emphasized, and it was believed that English curriculum is a key way to achieve this goal. The author suggests that English teachers should combine excellent traditional Chinese culture teaching, based on the concept of the curriculum standard, deeply explore the elements of national identity in discourse, and promote students' exploration of traditional culture through discourse reading, learning situation analysis, goal design, and activity design, thereby enhancing their sense of national identity and cultural confidence.