A Study Of Cultural Consciousness Cultivation Based On English Textbooks From The Pperspective Of Core Competence

With the advent of the era of globalization,cultural exchanges between China and other countries in the world are increasingly close.It is necessary to cultivate students’ multicultural awareness and establish cultural self-confidence for the development of the times.2017 Edition of English curriculum criteria for senior high school also clearly points out the objectives and requirements of cultural awareness training.High school English textbook is an important carrier for the implementation of high school English curriculum and the realization of curriculum objectives,which is of great significance to the cultivation of students’ cultural awareness.Based on Cheng Xiaotang’s theory of English textbook evaluation,this study combines internal evaluation with external evaluation.The internal evaluation selects the cultural knowledge content of the reading part of volume 1-3 of FLTRP senior high school English compulsory textbook(2019 Edition).According to Cortazzi & Jin and other scholars’ principles of cultural classification,cultural regions are divided into four regions: target language culture,native language culture,world culture and comparative culture.The text analysis is carried out according to the cultural knowledge objectives in the 2017 Edition of English curriculum criteria for senior high school.At the same time,a questionnaire survey and interviews were conducted among teachers and students of six senior high schools in two provinces and four cities who have used the FLTRP senior high school English compulsory textbook(2019 Edition).As an external analysis of the cultural knowledge content of the compulsory teaching materials,this paper aims to solve the following three problems1.Does the cultural knowledge content requirements in the 2017 Edition of English curriculum criteria for senior high school embodied in the FLTRP senior high school English compulsory textbook(2019 Edition)?2.Does the FLTRP senior high school English compulsory textbook(2019 Edition)reflect cultural diversity? How is it embodied?3.Does the FLTRP senior high school English compulsory textbook(2019 Edition)meet the needs of students’ cultural awareness cultivation from the perspective of core competence?The findings are as follows: 1.The FLTRP senior high school English compulsory textbook(2019 Edition)comprehensively reflects the cultural knowledge content requirements of the 2017 Edition of English curriculum criteria for senior high school,and the penetration of cultural knowledge is from shallow to deep,but it is not comprehensive in the comparison of Chinese and Western cultural customs;2.The reading part of the FLTRP senior high school English compulsory textbook(2019Edition)contains rich cultural knowledge,which better reflects the cultural diversity,and basically involves the culture of multiple fields and regions.But relatively speaking,the proportion of comparative culture is less,and the contents of philosophy and education are less involved;3.According to the results of the questionnaire and interview,most teachers and students think that the cultural knowledge content contained in the FLTRP senior high school English compulsory textbook(2019 Edition)can meet the needs of students’ cultural awareness cultivation,but the comparative culture is not comprehensive enough.At the same time,due to the limitation of classroom capacity and time and the need of exam taking,there is less chance to carry out cultural comparison activities in the classroom,cultural teaching form is not rich and colorful.According to the findings of the study,this paper puts forward some suggestions for textbook writers and teachers,and believes that with the expansion of the scope of future research,the research will continue to deepen.