A Comparative Study Of Native Cultural Activities In Chinese And Japanese Senior High School English Textbooks

Under the background of English becoming the "international language" and "Chinese culture embracing the world" strategy,It is not only the outstanding achievements of the world civilization matters,but also we need to pay full attention to the cultivation of local cultural awareness,the inheritance of excellent traditional culture,and the enhancement of the capability to present Chinese culture in English.Teaching materials serve as the basis for English teachers to organize various classrom activities.The presentation of cultural contents in teaching materials and the design of cultural activities affect the content,way and learning effect of cultural teaching in English teaching.This paper carries out a comparative study on the local cultural activities of the two sets of High school English textbooks in China and Japan,aiming to analyze the points where these two sets of textbooks converge or split in the design of local cultural activities,excavate the characteristics and deficiencies of the design of local cultural activities of Chinese English textbooks,and put forward some referable suggestions for the compilation and revision of Chinese middle school English textbooks.It also provides possible inspiration for middle school English teachers to carry out classroom cultural activities.This study adopts literature research method,interview method and text analysis method,based on Moran’s theory of cultural experience and other theories,combined with some statements from New Curriculum Standard and real circumstances of high school English native culture teaching,constructs and analyzes the research framework of local cultural activities in high school English textbooks.This paper intends to figure out a comparative analysis of realistic percentages,types and forms of local cultural activities,ability levels and the categories and presentation of cultural content in the activities of the two sets of High school English textbooks in China and Japan.This study draws the following conclusions: The two sets of textbooks attach importance to the integration of local culture on the basis of multi-cultural perspective;The types of local cultural activities in the Chinese education edition and the Japanese Tokyo Edition are relatively comprehensive,but the distribution is quite different.The two sets of teaching materials lay emphasis on cultural independence and adopt multimode in the form of presentation.The local cultural activities in the two sets of textbooks are mostly of both types,and the forms of activities are rich but too concentrated.Compared with the Tokyo edition,the Chinese Edition covers a more comprehensive level of ability,and tends to "high-level" local cultural activities.The two sets of textbooks have good interactive characteristics,not prominent experience,and different situations.Based on what we have drew,this study brings about several pieces of immature suggestions for renewing English textbooks and devising English teaching.