1 Introduction

Emphasis was placed on the importance of strengthening international communication capacity building as proposed in the report of the 20th National Congress of the Communist Party of China, and the key role of foreign language education in spreading China's voice was pointed out. Analyzed the challenges faced by foreign language education, including insufficient attention to contemporary Chinese theory and practice, as well as difficulties in effectively disseminating Chinese discourse. The launch of the multilingual series of textbooks "Understanding Contemporary China" aims to cultivate international communication talents and integrate the Chinese characteristic discourse system into foreign language education. The necessity of constructing an evaluation framework for instructional design has been proposed to improve the quality of instructional design and enhance international communication capabilities. The research aims to answer how to construct and apply an evaluation framework for the unit teaching design of "Understanding Contemporary China" to improve teaching effectiveness and serve national strategies.

2 Research Design

The research design was introduced using dialectical research method, divided into four steps: learning from the spirit of the 20th National Congress of the Communist Party of China and relevant literature, constructing an evaluation framework for the unit teaching design of "Understanding Contemporary China", analyzing teaching design cases using the framework, reflecting on the applicability and optimization path of the evaluation framework.

Evaluation Framework for Unit Teaching Design of "Understanding Contemporary China"

This chapter constructs an evaluation framework for the unit teaching design of "Understanding Contemporary China" based on Tyler's curriculum theory and Berlo's communication theory. This framework consists of six key elements: teaching objectives, teaching process, communicators, communication audiences, communication content, and communication methods. The teaching objective is to enhance students' ability to spread Chinese culture, taking into account international communication elements. The teaching process should rely on scientific and reasonable teaching design to achieve teaching objectives. The disseminator refers to foreign language teachers and students who need to possess the ability to spread Chinese culture. The target audience for communication refers to foreign citizens, and instructional design should consider their cultural background, cognitive needs, and emotional attitudes. The dissemination content is mainly based on the textbook "Understanding Contemporary China", which is the core of teaching. The communication method should meet the cognitive needs and language habits of the audience, and avoid abstraction and complexity. The evaluation framework aims to assess the rationality of instructional design, rather than directly examining the achievement of teaching objectives.

Application of the Evaluation Framework for Unit Teaching Design of "Understanding Contemporary China"

This chapter explores the application of the evaluation framework for the unit teaching design of "Understanding Contemporary China", including the evaluation process and main findings. The evaluation process involves selecting teaching design cases, summarizing the content of textbook units, and evaluating the steps of teaching design. The case studies were sourced from the National College Foreign Language Course Ideological and Political Teaching Case Competition and the Foreign Language Teaching and Research Press "Teaching Star" Competition, with a total of 826 submissions, of which 6 were based on the teaching content of the "Whole Process People's Democracy" unit. The textbook unit provides an overview of the social, cultural, and historical origins, practical achievements, advantages, and future development directions of Chinese style democracy. The evaluation steps include case reading and information extraction, element evaluation, overall evaluation of a single case, and comprehensive evaluation of multiple cases.

5 Reflection and Interpretation

Through case analysis and reflection on the applicability and feasibility of the evaluation framework, it was found that it can enhance students' communication abilities and has good applicability. The evaluation framework integrates the perspectives of international communication and curriculum theory, and achieves organic integration through the logical relationship of six elements. There are limitations to the research, such as information simplicity, differences between design and actual teaching, and limited application scope. Future research can be expanded to classroom practice, differentiated teaching strategies, and teacher development support systems, promoting theoretical deepening and practical innovation in textbook use, and serving national strategic goals.

6 Conclusion

The importance of telling Chinese stories well and spreading the voice of China was emphasized, and the innovative practical role of the "Understanding Contemporary China" series of textbooks in foreign language education was pointed out. Effective instructional design should translate textbook content into students' actual communication abilities, requiring systematic support from teachers and institutions. We have developed an evaluation framework for the unit teaching design of "Understanding Contemporary China" and verified its applicability and feasibility through case studies. The research results provide teaching design references for teachers and theoretical support for the cultivation of international communication talents. We look forward to building a more comprehensive teaching design evaluation framework through continuous theoretical exploration and practical innovation, and cultivating high-quality international communication talents needed by more countries.