1 Introduction

The importance of textbook compilation was discussed, and it was pointed out that there is a problem of emphasizing experience over theory in the compilation of foreign language textbooks in Chinese universities. The theoretical system of university foreign language textbook compilation constructed by Wen Qiufang was also introduced. Emphasize the crucial role of teaching materials in disseminating new knowledge, ideas, and concepts, as well as their impact on shaping students' worldviews and values. Pointing out the problems of weak applicability of content materials in the compilation of foreign language textbooks in China. It is proposed that in the new era, foreign language teaching in universities should be integrated into the education of "understanding contemporary China" to enhance students' cross-cultural communication and international communication abilities. The development of teaching materials guided by international communication should take international communication as the core goal, organically integrate Chinese elements, and enable students to have the ability to spread the voice of China in English while learning English. Taking the Comprehensive Course of Understanding Contemporary Chinese College English as an example, this article explores the concepts and strategies of foreign language teaching material writing, aiming to better serve the writing and effective use of college English textbooks.

2. Elements and Interactive Relationships of Teaching Material Writing System

The compilation of teaching materials is the core of textbook development, which requires the guidance of interdisciplinary theories, selection, integration, and optimization of materials based on educational goals and curriculum requirements. Material writing is a dynamic interactive system that includes three stages: material selection, material conversion, and discourse optimization. Each stage has key strategies and elements that interact organically with each other. The concept and objectives of textbook writing determine the direction of material writing and run through the entire process. The Comprehensive Course of Understanding Contemporary Chinese College English emphasizes the cultivation of ideological and political education, the integration of language and content learning, the development of cross-cultural communication skills, and the service of international communication strategy needs. The material writing and unit teaching objectives and learning activity design interact and constrain each other in a two-way manner. The discourse characteristics of teaching materials directly affect the focus of teaching and the selection of learning activities. Teachers need to refine and adjust teaching objectives based on the discourse characteristics of the materials. The interactive relationship between teaching materials and macro and micro teaching objectives affects various aspects and internal elements of material writing, jointly serving the overall goal of high-quality material writing.

3 Material selection strategies and elements

Explored the strategies and elements for writing college English teaching materials guided by international communication. The selection of macro narrative contextualized materials is a key step, aimed at expressing grand issues in a way that is close to life through emotional connection and value resonance, enhancing the participation and information acceptance of international audiences. For example, embedding the abstract concept of "putting the people first" into specific contexts, such as the 1998 flood relief and reconstruction after the 2008 Wenchuan earthquake, and using scene slicing to reflect grand narratives. The unit theme interacts with specific cases organically, and the integrated learning of language and content is realized by selecting typical cases of Chinese path to modernization. This selection method helps students construct an understanding of Chinese discourse and narrative system in language learning, breaking the gap between language and cross-cultural communication skills training and thematic knowledge, and achieving a two-way penetration of language and content.

4 Material Conversion Strategies and Elements

Explored the importance of material conversion strategies and elements in the compilation of college English teaching materials under the guidance of international communication. The core principle is individualization of narrative perspective, which means transforming document discourse into language learning materials that are easy for individuals to understand, experience, and imitate. Through individualized narrative perspectives, teaching materials can evoke personalized experiences and insights from readers, activate group identity, and help students understand the underlying logic of Chinese characteristic discourse. The strategy of individualized transformation of narrative perspective is the key to implementing the writing philosophy and teaching objectives of the Comprehensive Course on Understanding Contemporary Chinese College English. The introduction of an individual perspective is a key path to breaking through the "abstraction of Chinese narrative" and helps cultivate the international communication ability of individual citizens. The individualized strategy of narrative perspective is specifically reflected in the reconstruction of two dimensions: narrative perspective and logical framework. The reconstruction of narrative perspective requires writers to start from the identity of learners, construct a cognitive framework that can be substituted, and guide learners to tell Chinese stories as "witnesses" and "witnesses". Logical framework reconstruction is the process of integrating multiple materials together to serve the same thematic teaching objectives. The writer needs to reorganize the materials, build a unified logical framework, organically connect various materials, and jointly serve a core narrative goal. Material writing needs to adhere to the principle of theme driven goals, while adjusting the logical framework, adjusting and aligning the narrative perspective of each case, so that they collectively serve to explain the same theme.

5 Discourse Optimization Strategies and Elements

Explored the discourse optimization strategies and elements for writing college English teaching materials under the guidance of international communication. Discourse optimization is the final stage of material writing, which requires adherence to narrative goal adaptation strategies, including precise adaptation of teaching and communication objectives. Content fine-tuning and language optimization are two levels of discourse optimization aimed at ensuring coherence and logical clarity, while controlling discourse difficulty and language point distribution to meet the needs of college English learners. Through specific case analysis, the importance of cultivating international communication awareness in material writing was emphasized, as well as how to improve the accuracy and adaptability of cross-cultural communication through fine-tuning of content and language.

6 Conclusion

We discussed the new challenges of writing college English teaching materials in the context of international communication, emphasizing the importance of translating Chinese experience into world languages. The creative process of transforming document discourse into teaching discourse has been proposed, and common principles such as foreign language teaching theory and language learning laws should be followed when writing teaching materials. At the same time, it emphasizes that the writing of teaching materials should accurately support the characteristic educational goals of textbooks, highlighting the deep interpretation of contemporary China and the cultivation of international communication capabilities. Under the guidance of macro narrative contextualization, narrative perspective individualization, and narrative goal adaptation strategies, the narrative reconstruction of textbooks not only avoids cognitive barriers but also transcends the limitations of fragmented news materials. It is believed that the construction of English teaching materials in Chinese universities cannot directly copy the framework of general textbook writing. This article provides a preliminary exploration aimed at providing theoretical and practical references for future textbook writing and effective use.