Telling Chinese stories well is an important mission of China’s external communication in the new era, and an inherent requirement for cultivating students’ moral character through ideological and political theory courses (IPT courses) in higher education. Teaching Chinese stories effectively in IPT courses helps enhance theoretical persuasiveness, improve classroom appeal, and nurture new generations capable of undertaking the mission of national rejuvenation. In teaching practice, it is essential to establish teaching priorities based on the intrinsic requirements of telling Chinese stories well and the pedagogical principles of IPT courses. This involves systematically addressing the rich connotations and contemporary values of Chinese stories, their core essentials and basic principles, narrative systems and discourse expression, and the cultivation of young people’s relevant capabilities. In terms of specific approaches, educators should ground their teaching in theoretical classics to deeply convey the ideological implications of Chinese stories, align with the curriculum system to thoroughly explain their internal logic, and employ typical cases to vividly demonstrate their contemporary appeal, thereby truly teaching Chinese stories with depth, clarity and vitality.
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Chen, S. (2025) The Rationale and Approaches for Teaching Chinese Stories in Ideological and Political Theory Courses in Higher Education. Global Education Bulletin, 2(6), 52-58. https://doi.org/10.71052/grb2025/NKAI4079