A Study On The Integration Of Traditional Chinese Culture In Senior High School English Textbooks(FLTRP)

Senior High School English Curriculum Standard(2020)points out that intercultural communicative competence needs to become the requirements for the cultivation of the core competency of English subjects,should guide students to compare,learn from excellent Chinese and foreign cultures,strengthen cultural confidence,tell Chinese stories in English,spread excellent Chinese culture and strengthen cultural identity and family-country feelings.Teaching materials are one of the main ways for students to contact Chinese culture,which is of great significance to cultivate students’ intercultural competence.Based on senior high school English curriculum standard(2020)and intercultural communication and input-output theory,this study uses text analysis method and literature research method to sort out and analyze traditional Chinese culture in the new edition senior high school English textbooks(FLTRP 2019).It mainly includes the proportion of target language culture,Chinese culture and the world culture,the proportion of traditional Chinese culture in Chinese culture,and the distribution,presentation and classification of traditional Chinese culture.The data show that the target language culture accounts for 54%,47% and 53%respectively in compulsory book 1,2 and 3;the proportion of Chinese culture accounts for32%,45% and 35% respectively;the proportion of the world culture is 14%,8% and 12%respectively;the proportion of traditional Chinese culture in Chinese culture is 18%,30% and32%.Meanwhile,the proportion of traditional Chinese culture is 21%,13%,29%,29% and8% respectively in starting out,understanding ideas,using language,developing ideas and presenting ideas of English textbooks(FLTRP);presentation mode can be divided into passage reading,passage exercise,picture,words and pictures,text and picture,words,phrases,sentences and question discussion,whose presentation proportion is 10%,10%,5%,17.5%,2.5%,15%,12.5%,5%,22.5% respectively;cultural classification can be divided into material culture,spiritual culture,social culture,behavioral culture and concept culture,and their proportion is 32.5%,35%,2.5%,15% and 15% respectively;This study finds out that compared with the target language culture,the proportion of traditional Chinese culture is still at a relatively low;the distribution of traditional Chinese culture in senior high school English textbooks is unbalanced;the presentation is diversified but there is the lack of enough passage reading.It can’t help students to well understand traditional Chinese culture in English environment,to better feel and recognize traditional Chinese culture in discourses,and to cultivate students’ ability to tell traditional Chinese culture effectively in intercultural communication.Therefore,this study thinks textbooks compilation should balance the proportion and distribution of Chinese culture,target language culture and the world culture,and balance the proportion of traditional Chinese culture in different stages;reasonably increase traditional Chinese cultural content in the form of passage reading in order to effectively strengthen students’ cultural confidence,tell Chinese stories in English and intercultural communication competence.