| With the continuous development of social power, China’s position ininternational relations is becoming more and more important. Because there are moreexchanges with other countries, the cross-cultural communicative competence isincreasingly more important, the voice of cross-cultural education has graduallyincreased. Under the impact of the teaching guide in recent years, there appear manyresearching papers and seminars about cross-culture. But the overall system ofcross-cultural teaching is still defective. Most cross-cultural study is restricted to the fieldof college English teaching. The application of cross-cultural teaching in the stage ofbasic education is limited. The problems of how to draft teaching content, how to conductcultural teaching practice for middle school are still exist. This paper is about how toteach west culture in middle school. The main purpose of this paper is to improvestudents’ cultural understanding skills and language learning motivation.The students for experiment are from two middle schools in Shanghai. Thetheoretical basis of this paper includes cross-cultural education theory, systematicteaching theory, multimedia-assisted teaching theory. This paper analyzes the contents ofthe Shanghai current middle school text books: Oxford English, and summarize somecultural knowledge points in these books. By using the systematic teaching theory, thispaper analyze the teaching purposes, learning needs, teaching environment, teachingcontents, teaching strategies and assessment strategies for culture teaching. With the helpof the experts and front-line teachers, I made three teaching plans and three relatedcourseware. Then I taught these lessons in practice. I also made some questionnaires andinterviews to test the teaching results, to improve and refine the research result. Thefindings reflect that, teaching can help students broaden cultural vision, improve students’ability of understanding culture. The paper wants to help students form the diversifiedmodes of thinking and tolerant attitude.This paper has five parts: Part One analyzes the cross-cultural teaching backgroundin the stage of basic education, and shows the teaching status and lacks in middle schoolnow. Then it analyzes the significance of teaching English culture in basic education,leading to the necessity of the cross-cultural teaching. It also includes the discussion ofthe feasibility of culture teaching. Part Two is literature review, it analyzes the concept ofculture, cross-cultural education, English cross-cultural education. It defines the scopes ofcross-cultural teaching, and then put forward the goal of cross-cultural learning. Itintroduces the systematic teaching theory and multimedia-assisted English teachingtheory in detail. Part Three analyzes every step for English cultural teaching in middleschool thoroughly. Part Four summarizes and analyzes my teaching practice inexperimental school, including the bright spots and inadequacies. It analyzes thequestionnaires and interviews to provide relevant case references for further research.Part Five is the summary and proposal of this research. |
