1 Introduction

A case study on the development and changes of college students' ability to spread Chinese culture focuses on their ability to use English to tell personal stories, which is an important way to spread Chinese culture. This ability not only includes language and structural features, but also involves non cognitive components such as emotional attitudes. Research has pointed out that Chinese university students generally lack skills and training in narrative teaching, and cultivating this ability is of great significance for building the Chinese discourse system and enhancing the country's ability to communicate abroad. This study explores the development stages and implementation methods of Chinese cultural dissemination ability among college students in the process of course participation through case analysis.

2 Theoretical Framework

Explored the importance of narrative ability in foreign language learning, pointing out that current research has mostly focused on children's native language narrative ability, with limited application to adult foreign language learners. The definition of foreign language narrative ability was proposed, emphasizing the influence of foreign language factors on narrative and audience awareness. The study identified three core elements of college students' storytelling ability: attitude, conceptualization, and creativity, and emphasized the moral power of Chinese stories and the formation process of personal stories. At the same time, the importance of target audience and modification process has been clarified, reflecting the process and dynamic nature of storytelling ability.

3 Research Design

This chapter introduces a case study design on the development and changes of Chinese cultural dissemination ability among college students. The study adopts a typical single case longitudinal research method, with "storytelling ability" as the core, and reveals its development and changes through data collection and analysis. The research background is a general practice course in a certain university, and the researchers are course designers and main lecturers. We selected Xin, who has a foundation in foreign languages, is interested in telling Chinese stories, and is good at reflection, as a case study. The data collection took nearly a year, including written reflection logs, speech versions, peer evaluation materials, teacher written revisions, interviews, etc. Data analysis is divided into three levels of coding, from descriptive contextual analysis to integrating categories, and ultimately establishing theoretical connections. Conduct triangulation using multiple datasets to ensure the reliability of the results. All data usage obtained informed consent from participants and preliminary data analysis results were confirmed.

4 research findings

This study explores the development and changes of college students' storytelling ability in the dissemination of Chinese culture through case studies. The study adopts the dialectical unity concept of "knowledge" and "action" to analyze the characteristics and development of the "storytelling ability" of individual cases at different stages. In the first stage, the individual lacks awareness of personal stories and the dissemination of Chinese culture, and the work lacks narrative function. In the second stage, the individual realized the shortcomings of the story content and form, and attempted to construct a true story, but the narrative style lacked vividness. In the third stage, the individual realized the importance of personal stories and improved their narrative structure and discourse ability through reflective practice. The study also found that course activities and individual activities play a mediating role in the development of "storytelling ability" in individual cases.

5 Discussions

The development of college students' storytelling ability is closely related to their understanding, conception, and expression of stories. The role of personal stories in international communication and the attitude of narrators influence the selection of story types and themes, as well as language expression. Through case analysis, it was found that college students' emotional identification and attitude towards "telling Chinese stories well" have gradually become positive, and their storytelling and expression have become more focused. Course activities and individual activities, as a social level activity system, jointly promote the development of storytelling ability. The curriculum activity system regulates ability development through rules, division of labor, and tools, while the individual activity system complements curriculum activities through personalized activities. Reflection, as a psychological mediator tool, is closely related to the developmental stages of storytelling ability. Different types of tools have different regulatory effects on ability development, and collaborative cooperation between tools can enhance their mediating role.

6 Conclusion and Implications

This chapter explores the complexity and dynamics of college students' ability to spread Chinese culture, emphasizing the importance of the implicit attitude and conceptual process of "storytelling ability". Research has found that communication ability is the development of advanced psychological functions, influenced by social and cultural environments and curriculum activities. To cultivate this ability, it is necessary to enhance personal story understanding and self-awareness, strengthen course evaluation activities, and encourage personalized activities. The research results have theoretical and practical significance for understanding the essence of college students' ability to spread Chinese culture and cultivate their "storytelling ability".