Against the backdrop of New Liberal Arts development, this study centers on transforming Understanding Contemporary China: A Chinese-English Translation Textbook into "learning-oriented materials". Utilizing test questions from the Translation section of the "FLTRP Cup National Foreign Language Proficiency Competition for University Students", it tested 67 students at R University and analyzed their translations. The findings reveal that: students' translation errors predominantly fall into four categories: missing subjects/predicates, part-of-speech misuse, subject-verb disagreement, and mistranslation of culture-loaded terms; High-scoring students (top 10) tended to accumulate cultural expressions through authentic materials like the English edition of China Daily, while low-scoring students (bottom 10) relied more on exam-oriented training; The accuracy rate for grammatical explicit terminology was higher than for implicit terminology requiring cultural decoding, highlighting students' shortcomings in Chinese literacy and cross-cultural cognition. Based on this, a three-dimensional transformation strategy is proposed: integrating instrumental and humanistic teaching approaches, restructuring textbook content to enhance contrastive Chinese-English thinking skills, and constructing authentic-material-driven learning pathways. This study provides practical evidence for innovating foreign language teaching materials and has practical significance for cultivating students' ability to "tell China's stories well in English."
