


































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 5, No. 1, 2024 

www.scholink.org/ojs/index.php/eshs 

53 

Original Paper 

The Current Situation and Improvement Research on the 

Dissemination of Chinese Culture in College English Education 

in China 

Min Wang
1
 

1 
Chengdu Textile College, Chengdu 611731, Sichuan Province, China 

 

Received: January 2, 2024       Accepted: January 31, 2024      Online Published: March 28, 2024 

doi:10.22158/eshs.v5n1p53                       URL: http://dx.doi.org/10.22158/eshs.v5n1p53 

 

Abstract 

In today’s increasingly globalized world, language education is no longer limited to the imparting of 

language knowledge; rather, it is more crucial for understanding and disseminating culture through 

language learning. English, as an internationally common language, holds a significant position in 

higher education in China. With China’s growing status in the process of globalization, the 

dissemination of Chinese culture becomes particularly important. As an important platform for 

cultivating international talents, higher education in English bears the significant responsibility of 

disseminating Chinese culture. However, there are some issues in the current dissemination of Chinese 

culture in English education in Chinese universities, such as limited cultural content selection, 

monotonous teaching methods, inadequate teaching staff, and imperfect evaluation systems. These 

issues affect the effective dissemination of Chinese culture in English education. Therefore, discussing 

the current situation and improvement measures of the dissemination of Chinese culture in English 

education in Chinese universities is of great significance for enhancing the international influence of 

Chinese culture, promoting cultural diversity, and facilitating mutual learning between civilizations. 

This article will start with an analysis of the current situation, discuss the existing problems, and 

propose corresponding improvement suggestions, aiming to provide reference for optimizing the 

dissemination of Chinese culture in College English Education in China. 

Keywords 

Higher education in English, Chinese culture, Dissemination, Improvement 

 

 

 



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1. Introduction 

With the accelerated process of globalization, English education holds a significant position in Chinese 

universities. However, there are some issues in the current dissemination of Chinese culture in English 

education in higher institutions, mainly manifested in limited cultural content selection, monotonous 

teaching methods, inadequate teaching staff, and imperfect evaluation systems. These problems lead to 

insufficient understanding and appreciation of Chinese culture among students, making it difficult to 

effectively showcase the charm of Chinese culture in international exchanges. Therefore, it is necessary 

to improve the dissemination of Chinese culture in English education in universities, including 

enriching cultural teaching content, innovating teaching methods, strengthening teacher training, and 

improving evaluation systems, in order to enhance the effectiveness of disseminating Chinese culture in 

English teaching and to enhance students’ cultural confidence and international competitiveness. 

 

2. Current Situation of the Dissemination of Chinese Culture in College English Education in 

China 

2.1 Limited Selection of Cultural Content 

In Chinese universities’ English education, the dissemination of cultural content is often restricted, 

primarily in the selection of cultural elements. English teaching mainly focuses on the imparting of 

language knowledge, such as grammar, vocabulary, listening, speaking, reading, and writing skills, 

with insufficient emphasis on integrating cultural content. Even when cultural content is involved in 

teaching, it often remains superficial, such as traditional Chinese festivals, dietary habits, tourist 

attractions, etc. Although these contents can showcase certain characteristics of Chinese culture to 

some extent, they lack the dissemination of deep cultural elements and values. For example, the rich 

cultural heritage of China’s literature, history, philosophy, and art is often neglected. This limitation 

results in students’ understanding of Chinese culture remaining superficial, unable to deeply 

comprehend the connotation and essence of Chinese culture, and thus, it is difficult to accurately 

convey the true face of Chinese culture in international exchanges. 

2.2 Monotonous Teaching Methods 

Currently, the dissemination of Chinese culture in higher education English teaching mainly adopts 

traditional lecturing methods, where teachers explain cultural knowledge in the classroom, and students 

passively receive it. This teaching method lacks interaction and experience, resulting in students’ 

insufficient understanding and appreciation of Chinese culture. The lack of practical activities and 

experiential opportunities makes students lack interest and initiative in learning about Chinese culture, 

making it difficult to effectively absorb and understand cultural content. Moreover, the monotonous 

teaching methods also restrict the cultivation of students’ open-mindedness and innovative thinking, 

which is not conducive to their in-depth understanding and recognition of Chinese culture. 

 



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2.3 Inadequate Teaching Staff 

The dissemination of Chinese culture requires teachers with certain cultural literacy and teaching 

capabilities. However, some universities currently lack such teaching staff in English education. On the 

one hand, some English teachers may not have a deep understanding of Chinese culture, making it 

difficult to accurately and comprehensively impart Chinese culture. On the other hand, teachers may 

lack innovation in teaching methods and means, unable to effectively stimulate students’ interest in 

Chinese culture. These factors collectively affect the effective dissemination of Chinese culture in 

English teaching and limit students’ understanding and recognition of Chinese culture. 

2.4 Imperfect Evaluation Systems 

The imperfect evaluation system in Chinese universities’ English education is an important issue facing 

the dissemination of Chinese culture. Currently, the evaluation system in English teaching mainly 

focuses on language skills, emphasizing students’ performance in listening, speaking, reading, and 

writing, with relatively little emphasis on evaluating cultural understanding and cross-cultural 

communication abilities. This emphasis on language skills overlooks the importance of cultural 

education, leading students to possibly neglect learning and understanding Chinese culture during the 

learning process. 

Firstly, the imperfect evaluation system leads to insufficient attention to the learning of Chinese culture 

by students. As the evaluation mainly depends on language skills, students may believe that mastering 

language knowledge and skills is sufficient to obtain good grades, lacking sufficient motivation and 

interest in learning cultural content. In this situation, the dissemination of Chinese culture in English 

teaching is difficult to advance effectively, and students’ understanding and recognition of Chinese 

culture will also be limited. 

Secondly, the imperfect evaluation system affects the teaching focus of teachers. Teachers may focus 

more on the imparting of language knowledge to meet the requirements of the evaluation system, while 

neglecting the teaching of Chinese cultural content. This situation not only limits the dissemination of 

Chinese culture in English teaching but also affects students’ comprehensive understanding and 

recognition of Chinese culture. 

Furthermore, the lack of evaluation of cultural understanding and cross-cultural communication 

abilities is also detrimental to the comprehensive development of students’ abilities. In the context of 

globalization, cross-cultural communication skills are becoming increasingly important for personal 

development and international exchanges. If the evaluation system cannot reasonably assess these 

abilities, it is difficult to motivate students to actively learn and improve in this aspect. 

 

 

 

 



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3. Strategies for Improving the Dissemination of Chinese Culture in Chinese University English 

Education 

3.1 Enrichment of Cultural Content 

To effectively disseminate Chinese culture, Chinese university English education should incorporate 

deeper elements of Chinese culture into teaching, such as Chinese history, philosophy, and art. These 

contents not only enrich students’ cultural knowledge but also help them understand the essence of 

Chinese culture. For example, by explaining ancient Chinese literary works, introducing Chinese 

philosophical thoughts, and showcasing traditional Chinese art, students can gain a deeper 

understanding of the diversity and richness of Chinese culture while learning the language. 

3.2 Innovative Teaching Methods 

To better disseminate Chinese culture, Chinese university English education should adopt innovative 

teaching methods to enhance students’ participation and experiential learning. Here are two specific 

examples: 

-Example 1: Situational Simulation Method 

Situational simulation is an effective teaching method that allows students to immerse themselves in 

experiencing Chinese culture. For instance, teachers can design scenarios simulating cultural exchanges 

between China and the West, such as Chinese tea art performances or celebrations of traditional 

Chinese festivals. By assigning students different roles, such as tea artists, festival organizers, or 

foreign guests, and engaging in role-playing and dialogue, students can gain insights into Chinese 

cultural etiquette, traditions, and values. This type of situational simulation not only increases student 

engagement but also enhances their ability to apply English and cultural knowledge in practical 

contexts. 

-Example 2: Cultural Experience Activities 

Cultural experience activities represent another innovative teaching method, enabling students to 

actively participate in Chinese cultural activities and enhance their appreciation and understanding of 

the culture. For example, schools can organize calligraphy workshops, inviting professional 

calligraphers to teach students basic techniques and explain the cultural significance behind calligraphy. 

Students can experience the charm of Chinese calligraphy firsthand by writing Chinese characters. 

Additionally, schools can arrange cultural experience activities during the Spring Festival, allowing 

students to participate in traditional customs such as making dumplings, hanging lanterns, and writing 

couplets. Through these firsthand experiences, students can deeply appreciate the cultural connotations 

of Chinese festivals. 

Through these innovative teaching methods, students not only acquire knowledge of Chinese culture 

but also deepen their understanding and identification with the culture through practical experience, 

thus better disseminating Chinese culture. 

 



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3.3 Strengthening Teacher Training 

Teachers are crucial carriers of Chinese culture dissemination. In Chinese university English education, 

enhancing teacher training is key to improving the effectiveness of Chinese culture dissemination. 

Firstly, attention should be paid to improving teachers’ cultural literacy and professional capabilities. 

This can be achieved by regularly organizing special lectures, workshops, and seminars, enabling 

teachers to gain in-depth understanding of the essence and characteristics of Chinese culture and master 

effective methods for integrating cultural knowledge into English teaching. Secondly, teachers should 

be encouraged to participate in research and projects related to Chinese culture, exploring more 

innovative teaching methods through practical experiments to enhance the attractiveness and 

dissemination power of teaching. Additionally, establishing platforms for teacher exchange facilitates 

the sharing of experiences and mutual learning among teachers, fostering a favorable teaching 

atmosphere. These measures effectively enhance teachers’ teaching level and ability to disseminate 

Chinese culture, providing students with a richer and more in-depth cultural learning experience. 

3.4 Improving the Evaluation System 

To effectively disseminate Chinese culture, Chinese university English education needs to establish an 

evaluation system focusing on cultural understanding and intercultural communication skills. This 

evaluation system should not only assess students’ language skills but also emphasize their 

understanding of Chinese culture and ability to communicate across cultures. Firstly, the evaluation 

system should include assessments of students’ mastery of cultural knowledge, such as Chinese history, 

literature, and philosophy, through written exams, oral presentations, or project displays. Secondly, the 

evaluation system should emphasize students’ intercultural communication skills, including their ability 

to communicate effectively, resolve cultural conflicts, and demonstrate cultural sensitivity in different 

cultural contexts. This can be evaluated through simulated communication activities, group discussions, 

or actual communication projects. Finally, the evaluation system should encourage students to actively 

participate in Chinese cultural dissemination activities, such as cultural exhibitions and international 

exchanges, with their participation and performance being part of the evaluation. By improving the 

evaluation system, students can be incentivized to pay more attention to learning and disseminating 

Chinese culture, thereby enhancing their cultural understanding and intercultural communication skills. 

3.5 Strengthening Interdisciplinary Integration 

Integrating English teaching with Chinese literature, history, philosophy, and other disciplines can 

create interdisciplinary teaching models, promoting students’ comprehensive understanding of Chinese 

culture. Through interdisciplinary integration, students can understand Chinese culture from different 

disciplinary perspectives, forming a more comprehensive and in-depth cultural understanding. 

Furthermore, interdisciplinary integration can stimulate students’ interest in learning, improve learning 

efficiency, and provide students with a richer and more colorful learning experience. 

 



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4. Limitations Analysis 

While the aforementioned improvement measures are expected to enhance the dissemination of 

Chinese culture in Chinese university English education, there are still some limitations and challenges 

in the implementation process, mainly manifested in the following aspects: 

4.1 Resource and Facility Constraints 

In some universities, especially in regions with relatively scarce resources, there may be a lack of 

adequate facilities and funding to support the development of Chinese cultural teaching resources and 

innovative teaching methods. For instance, launching new courses, updating textbooks, and introducing 

multimedia teaching equipment all require a certain economic investment. Furthermore, the 

development and maintenance of high-quality Chinese cultural teaching resources also require 

sustained investment and the support of professional teams. 

4.2 Differences in Teacher Ability and Willingness 

Teachers are crucial factors in implementing improvement measures, but there may be differences in 

their abilities and willingness. On one hand, not all English teachers possess sufficient knowledge of 

Chinese culture and teaching skills; they may need additional training and learning to be competent in 

cultural teaching. On the other hand, some teachers may lack enthusiasm for changing traditional 

teaching methods and introducing new content, which could affect the effective implementation of 

improvement measures. 

4.3 Student Acceptance and Learning Motivation 

Students are the direct beneficiaries of the dissemination of Chinese culture, but their acceptance and 

motivation for learning also pose uncertainties. Some students may lack interest in learning about 

Chinese culture or may consider such content irrelevant to their professional development and career 

goals, thereby affecting their enthusiasm for learning. Additionally, the diversity of students’ cultural 

backgrounds and values may also influence their identification with and understanding of Chinese 

culture. 

4.4 Implementation Difficulty of Evaluation System 

Although proposing the establishment of an evaluation system focusing on cultural understanding and 

intercultural communication skills, practical challenges may arise. For example, determining how to 

quantify and assess students’ cultural understanding and intercultural communication skills, as well as 

designing fair and effective evaluation criteria and methods, are issues that need to be addressed. 

4.5 Challenges of Interdisciplinary Integration 

Although interdisciplinary integration can provide comprehensive cultural education, it may encounter 

challenges during implementation. For instance, coordination and cooperation between different 

disciplines may be difficult, breaking disciplinary boundaries may require time and effort, and students 

and teachers may need to adapt to new teaching methods and learning styles. 

 



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Overall, although the proposed improvement measures have certain feasibility and potential, 

overcoming a series of limitations and challenges is still necessary in the practical implementation 

process to ensure the effective dissemination of Chinese culture in university English education. This 

requires joint efforts from universities, teachers, and students, as well as support from relevant policies 

and resources. 

 

5. Conclusion 

In summary, in the era of globalization, the dissemination of Chinese culture is of great significance for 

enhancing the country’s cultural soft power and international influence. As an important cultural 

dissemination channel, Chinese university English education needs continuous improvement and 

innovation to more effectively disseminate Chinese culture. Measures such as enriching cultural 

content, innovating teaching methods, strengthening teacher training, improving evaluation systems, 

and enhancing interdisciplinary integration can increase students’ understanding and dissemination 

capabilities of Chinese culture, promoting its dissemination and influence globally. At the same time, 

we also need to be aware of the limitations and challenges in the implementation process and take 

corresponding measures to overcome them, in order to achieve the long-term development of Chinese 

cultural dissemination and deepen international exchanges. 

 

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