introduction

Emphasis was placed on the importance of English education in building China's foreign discourse system and strengthening its international communication capabilities in the context of national strategy in the new era. Basic English education plays a fundamental role in cultivating international communication talents, but the current education model has shortcomings in cultivating cultural awareness and confidence in Chinese culture. Reading education, as a key area in English education, needs to attach importance to the cultivation of students' critical thinking and correct values, in order to cultivate students' cultural confidence.

The National Policy Basis for Cultivating Cultural Confidence in Basic English Reading Education

Emphasis was placed on the national strategy's emphasis on building international communication capabilities and external discourse systems, as well as General Secretary Xi Jinping's instructions on telling China's story well and spreading China's voice. Basic English reading education plays an important role in enhancing the international dissemination ability of Chinese culture and cultivating talents for the construction of foreign discourse system. In recent years, China's basic foreign language education policies have developed from a knowledge-based and competency based approach to a core competency based approach, with a greater focus on cultivating the value of subject education and cultural confidence. The Curriculum Standards for Ordinary High School English and the Curriculum Standards for Compulsory Education both emphasize the humanistic nature of English education, requiring students to enhance their sense of national identity, patriotism, and cultural confidence. In the new era of basic English reading education, emphasis should be placed on cultivating students' understanding of the achievements of different civilizations, deepening their understanding and identification with Chinese culture, developing cross-cultural communication skills, establishing a sense of a community with a shared future for mankind, and enhancing patriotism. This reflects the inevitable logic of the evolution of national foreign language education policies.

Academic research on the cultivation of cultural confidence in basic English reading education

Emphasis was placed on the importance of strengthening cultural confidence awareness in basic English reading education, pointing out that this is in response to national strategies and foreign language education policies, as well as an inevitable requirement for academic research. The article mentions three theories: cultural response teaching theory, cultural experience teaching theory, and cultural performance teaching method, which provide theoretical basis for integrating Chinese culture into English education. The cultural response teaching theory emphasizes using students' native language culture as a resource for foreign language learning to enhance cultural competence and confidence. The theory of cultural experiential teaching advocates for students to participate in positive cultural experiences through experiential learning cycles. The teaching principles of cultural performance cultivate students' cross-cultural communication skills through real or near real communication situations. The article points out that the field of basic English education should pay more attention to telling Chinese stories in English. However, in schools at the county level and below, due to resource limitations, students lack basic knowledge and awareness of the international dissemination of Chinese culture. Therefore, basic English reading education needs to integrate Chinese cultural elements into textbooks, classroom teaching activities, etc., guide students to tell Chinese stories in English, improve cultural dissemination ability and external discourse expression ability. At the same time, it is also necessary to strengthen the cultivation of students' cross-cultural communication skills, international dissemination of Chinese culture, and ability to construct a foreign discourse system.

Practical and innovative cases of cultural confidence cultivation in basic English reading education

Explored practical and innovative cases of cultural confidence cultivation in basic English reading education, especially the "Telling Chinese Stories in English" series of exhibition activities in Gansu Province. The article distinguishes between explicit and implicit curriculum from the perspective of curriculum theory, and emphasizes that English reading education in the new era should integrate the two to cultivate students' cross-cultural communication skills. Due to its profound cultural heritage and insufficient English education resources, Gansu Province particularly needs to develop activity-based English reading courses. The exhibition activities include three parts: "I Write Chinese Stories", "I Tell Chinese Stories", and "I Act Chinese Stories". The aim is to enhance students' cultural experience and English expression ability through writing, speeches, and drama activities, thereby cultivating cultural confidence and cross-cultural communication skills. These activities not only deepen students' understanding of Gansu culture, but also promote the cultivation of cultural confidence in English reading education, which helps to change the trend of exam oriented education and achieve cultural education.

conclusion

The importance of basic English reading education in the national high-quality development strategy was emphasized, and it was pointed out that the evolution of educational connotation has evolved from language knowledge learning to information processing, reading strategy cultivation, and then to the improvement of core literacy. Emphasis is placed on the integration of explicit and implicit reading education, aiming to cultivate students' understanding and appreciation of Chinese and foreign cultures, strengthen cultural confidence, improve cross-cultural communication skills, and lay the foundation for international communication and the construction of external discourse systems. At the same time, it is proposed that cultivating cultural confidence in basic English reading education is a new turn that must be responded to and practiced in the new era, involving innovation in national strategies, foreign language education policies, academic research, and localized practice cases.