1 Introduction

The "Understanding Contemporary China" series of textbooks aims to guide students to deepen their study of Xi Jinping's Thought on Socialism with Chinese Characteristics for a New Era, cultivate their ability to read and translate political documents, and improve their critical thinking, cross-cultural, and international communication skills. The research on textbook usage is still in its infancy and lacks in-depth research on classroom teaching. This article focuses on the difficulties of understanding, transforming, and outputting in the teaching of "Understanding Contemporary Chinese English Speech Course". Using a dialectical research method, it aims to refine the teaching framework and develop facilitating activities to address these difficulties, in order to answer the challenges faced by students in integrating Chinese political discourse into speech classes and how to effectively respond.

2. Analysis of Challenges in Textbook Use

Analyzed the challenges faced by students in using the "Lecture Tutorial" textbook, mainly involving three aspects: text comprehension, text conversion, and output skills. The challenge of text comprehension lies in the need for students to have a deep understanding of highly generalized and abstract Chinese political discourse, such as the poverty alleviation system and other related terms. The challenge of text conversion lies in the need for students to adjust the textbook content to speech content that suits their identity, and to handle the differences between grand narrative perspectives and individual narratives, document discourse characteristics and individual language styles. The challenge of output skills lies in students' ability to master English speech skills around current political issues in China, avoiding the impression of imparting knowledge to the audience and telling Chinese stories well. However, there is currently insufficient attention paid to this in classroom teaching.

3 Dialectical research

This chapter explores the dialectical research on the use of the textbook "Understanding Contemporary Chinese English Speech Course", aiming to solve the difficulties in the three levels of understanding, transformation, and output in the use of the textbook. The research follows the process of "learning and referencing - proposing theories - practicing theories - reflecting and interpreting", and through two years of iterative research, optimized theoretical and practical versions have been formed. The theoretical system of output oriented approach in the learning and reference stage has been introduced, emphasizing the key role of "facilitation" in the teaching process, that is, the process in which teachers help students gradually achieve output goals. Effective facilitation needs to meet the standards of "precision," "progressiveness," and "diversity.

4 Conclusion

Focusing on the challenges in the use of the "Lecture Tutorial" textbook, adopting dialectical research methods, proposing theoretical and practical theories, and reflecting on and interpreting them. The research has reference significance for the use of textbooks and emphasizes the importance of textbooks in ideological and political work in the curriculum. The author puts forward three suggestions for frontline teachers: 1) When teaching courses on current affairs speeches, accurately understanding contemporary China is a prerequisite, and it is necessary to closely follow the naming of textbooks to help students understand the major policies of the Party and the country; 2) There are many political terms in the selected text, so it is recommended to avoid using them evenly. It is suggested to learn key terms in class and self-study outside of class; 3) Different types and topics of speeches require different presentation skills, and teachers need to conduct targeted analysis and fine teaching design.