A Study On The Integration Of Chinese Culture In Senior High School English Curriculum And Instruction

With the acceleration of globalization,intercultural communication has posed new challenges to education in the 21 st century,and culture teaching has become increasingly important in English courses and teaching.The "English Core Competence" mentioned in the National English curriculum Standards for Ordinary High School published in 2017 has become the research focus of educators and researchers.The "culture awareness" in the "English Core Competence" includes the recognition of the excellent Chinese culture and the consciousness in spreading of the excellent culture of China.One of the external research points for the cultivation of high school students' culture awareness is to "tell Chinese stories in English".This study takes English curriculum and instruction in a high school as an example to investigate the integration of Chinese culture in curriculum and instruction in high schools.This study mainly investigates the integration of Chinese culture in high school curriculum and instruction from four dimensions,including the objective,content,implementation and evaluation.The specific research questions are as follows:(1)What is the situation of integration of Chinese culture in current high school English curriculum and instruction?(2)What are the factors leading to this situation? How to strengthen the integration of Chinese culture in the future high school English curriculum and instruction?Based on previous research on the integration of native culture in English teaching,this study adopted the textbook analysis method,questionnaire method,interview method,classroom observation method and examination method.Questionnaires,classroom observation scales,and test questions were designed based on some basic knowledge of the target school context.Questionnaires were distributed in the target high school among approximately three hundred grade eleven students.Five teachers were interviewed and observed in class.Then,six classes of students were selected for questionnaires and tests.In addition,the researchers analyzed the textbooks used by high school students.Then,data were collected,sorted,quantified and analyzed byExcel and SPSS.Finally,the research results were discussed,analyzed and summarized.It is found that the integration of Chinese culture in English curriculum and instruction in high school is not enough.From the four dimensions,the leading causes could be summarized as follows.In terms of students,they can't understand the concept culture awareness systematically and comprehensively;as for teachers,their understanding towards culture awareness is partial and they seldom cultivate students' culture awareness intentionally in their daily instructions;teachers usually apply different teaching strategies to introduce culture learning but they barely explore implicated culture contents.Meanwhile,the class activities they organized usually refer to the layer of culture knowledge,culture communication,culture confidence without culture value or culture spreading.In addition,homework or tests have nothing to do with Chinese culture.On the part of textbooks,the contents of Chinese culture is insufficient and not systematic.Considering all the leading causes of this research,the solutions to the second research questions of this study are summarized as follows aspects.Firstly,for teachers:(1)Teachers should strengthen their understanding of the concept of "culture awareness" and enhance students' culture awareness;(2)Teachers are supposed to arrange teaching contents and time reasonably,expand and explore Chinese culture in learning materials more,and evaluate students' English expression of Chinese culture in homework and examinations;(3)Teacher should integrate Chinese culture creatively in daily teaching activities,not only in reading classes,but also in other classes to dig deeper into Chinese culture,and try to embody the culture values,culture confidence and culture communication dimensions of "culture awareness";(4)Teachers could refresh their own Chinese cultural accomplishment,consciously learn the English expression of Chinese culture,and make use of interdisciplinary knowledge,such as the knowledge of Chinese class to assist English teaching;(5)Teachers should encourage students to read more English books about Chinese culture after class,so as to cultivate students' awareness of culture communication.Secondly,this study also puts forward the following suggestions for education departments.As for the compiling of textbooks,the knowledge of Chinese culture should be systematized and coherent to facilitate teachers' teaching and students' learning.Lastly,schools should carry out speciallectures on "cultural awareness" and special activities on the expression of Chinese culture in English.The impilications of this study could be summaried as the follows.(1)This study explores the situation of integration of Chinese culture in High school English from the dimensions of English curriculum and instruction.It provides a more systematic angle to investigate the integration of Chinese culture in High school English,many methods were applied to evaluate the situation of integration of Chinese culture both quantitatively and qualitatively.(2)The causes leading to such situation could be found from different participants,for instance,students,teachers,schools and so on.Consequently,the solutions could be found from different participants accordingly.(3)The integration of Chinese culture in high school English isn't easy to be observed.It's worthwhile for further researchers to investigate the integration of Chinese culture from different dimensions with more practical methods.