Abstract:

The“Expression-Driven”teaching theory provides new concepts and methodologies for the international communication of Chinese culture. Integrating literature analysis and case studies, this study explores the core characteristics of international Chinese cultural communication through the lens of “Expression-Driven”teaching theory. The analysis reveals a paradigm shift across four key dimensions: from “knowledge coverage”to“expression competency construction”; from“teacher-centeredness”to“learnercenteredness”; from “closed classroom settings” to “authentic and simulated interactions”; and from “knowledge assessment”to“expression effect orientation.”Furthermore, it elucidates the underlying logic for reconstructing the Chinese cultural“learning-communication”chain, anchored firmly in expression needs. However, practical applications of the“Expression-Driven”teaching theory in cultural communication reveal significant limitations. These include dual deficits in“expression competence”and“cultural literacy,”the “decontextualization”of cultural symbols, a mismatch between expression needs and realities, constraints on “expression effect”imposed by cross-cultural differences, insufficient enabling conditions for“expression drive,”and a disconnection between“expression  behavior”and“communication goals.”To address these challenges, this study proposes breakthrough pathways across five dimensions: enhancing subject competency, optimizing content adaptation, innovating contextual support, strengthening resource allocation, and refining effect assessment. These initiatives aim to provide both theoretical grounding and operational solutions to catalyze a significant leap in the effectiveness of international Chinese cultural communication in the new era.

Key words: “Expression-Driven”teaching theory, international communication of Chinese culture;core characteristics, operational mechanism, practical limitations, breakthrough pathways