全球视域下讲好中国故事的叙事策略研究——以《全球视域下的中西文化》课程为例
Research on Narrative Strategies for Effectively Telling the Chinese Story in a Global Context—A Case Study of the Course Chinese and Western Cultures from A Global Perspective

全球化背景下，国际影响力在国际竞争中的作用日益凸显，在国际舞台上讲好中国故事正是提升中华文化国际影响力的有效途径。然而当前中国的国际话语影响力仍有待提高，掌握中国国际形象塑造的部分西方媒体致力于为中国贴上“他者”的标签，从而阻碍中华文化对外传播。以某211理工大学外语系开设的《全球视域下中西文化》课程为例，依托陈先红提出的“建立语境维度的共享叙事观”，从多模态化、叙事主题、叙事视角等角度分析该课程的中英文文本材料，探索对外讲好中国故事的具体叙事策略，提取出采取多模态化的呈现形式、采取目标群体所熟悉的叙事视角、借助拥有相似叙事主题的外国故事、将中国故事的主题与时代背景相结合等可以凸显中西文化间共享语境与共享价值观的策略。适当借鉴以上叙事策略，有利于启发跨文化教学，培养学生讲好中国故事的能力，同时也有利于在对外讲述中国故事时打破“他者”形象的束缚，从而有助于传播中华文化价值观、改变中国国际形象。
Amidst intensifying global competition, the role of international influence has become increasingly prominent in international competition. Effectively telling the Chinese story on the global stage serves as a vital pathway to enhance the international influence of Chinese culture. However, China currently faces significant challenges in its international influence of speech, as some western media dominating the shaping of China’s global image persistently label the nation as “the Other”, thereby hindering the international communication of China. This study examines the course Chinese and Western Cultures from A Global Perspective offered by the Foreign Languages Department of a Chinese university. Grounded in the contextualized shared narrative framework which is proposed by Xianhong Chen, the research analyzes bilingual textual materials from the course through the lenses of multimodality, narrative themes, and narrative perspectives to explore practical narrative strategies for telling the Chinese story. Key findings reveal several implementable approaches, such as, adopting multi-modal presentation formats, utilizing narrative perspectives familiar to target audiences, leveraging foreign stories with analogous thematic elements, and aligning Chinese narratives with contemporary contexts. These strategies highlight shared contexts and values between Chinese and Western cultures, thereby bridging cultural divides. By incorporating such approaches into cross-cultural pedagogy, educators can cultivate students’ competence to narrate Chinese stories with cultural sensitivity and innovation. Besides, strategic adoption of these methods demonstrates potential to break the images of “the Other” in international communication, thereby facilitating the global dissemination of Chinese cultural values and contributing to the reconstruction of China’s international image.