An Investigation On Cohesion Of Culture Teaching In English Class From Junior Middle School To Senior High School Under The Introduction Of New English Curriculum

The 2017 Edition of General Senior High School English Curriculum emphasizes the unique educational function of the English discipline and the implementation of the fundamental task of fostering virtue;meanwhile,it further emphasizes the importance of the cultivation of cultural awareness and points out that in the compulsory education,students have accumulated a certain culture knowledge and they will expand their learning scope of culture knowledge in their senior high school.With the introduction of 2017 Edition of the General Senior High School English Curriculum and the deepening of new English Curriculum Reform,culture teaching in English class is faced with new challenges,and the requirements for students are gradually improved;for English teachers,the matter that how to help students make a smooth transition from junior middle school to senior high school deserves our great attention.Based on the theory of "The zone of proximal development" and the idea of English Curriculum,the research aims to explore the interrelationship of "Cultural Awareness" in the 2011 Edition of the Compulsory Education English Curriculum and the 2017 Edition of General Senior High School English Curriculum and the teaching materials in junior middle school and senior high school to defines the necessity of cohesion in culture teaching;besides,it also devotes to explore the current situation in the cohesion of culture teaching in English class from the two teaching periods effectively and puts forward suggestions to deal with the difficulty of the cohesion of culture teaching in English class between middle and high school students and promote the smooth transition of culture learning from the two teaching periods effectively.In order to acquire the first hand data in class,research methods,including text analysis,questionnaire,classroom observation,interview and script analysis were adopted in the research.Firstly,according to the text analysis,the author explores the interrelationship and difference of “cultural awareness” and “culture knowledge” in English Curriculum and teaching material in compulsory education and the senior high school;then,the questionnaire,was designed to learn about the teachers’ attitude towards culture teaching and cohesion in culture teaching,the way of culture teaching and the difficulties in culture teaching;In order to obtain the all-round data,the researcher observed each teacher for four different type of classes,including“reading”,“learning about language”,“using language” and “writing” of a unit,17 classes in total,detailed records of each class were made,including the teaching procedures,teaching talk,time duration,students’ reaction and so on to explore the current situation of culture teaching in English class.Based on the research processes,the research analyzes the data and drew the following conclusions:(1)The interrelationship of “cultural awareness” in compulsory education and senior high school in intensive and progressive;(2)English teachers in both junior middle school and senior high school are generally weak in the awareness of culture teaching in cohesion;(3)Teaching method in the cohesion of culture teaching is relatively simple;(4)The overall teaching condition is not friendly enough for culture teaching,not to mention the cohesion from junior middle school to senior high school.Based on such current situation,the research provides the corresponding suggestions from three aspects,including teaching awareness,teaching method and teaching resources in the cohesion of culture teaching.The results exerts a positive impact on culture teaching in English class which can not only improve teachers’ professional quality,but also help students make a smooth transition in the stage of English culture learning in English class at the same time.