An Investigation And Analysis Of The Cultural Consciousness Of Senior High School Students In Ethnic Minority Areas From The Perspective Of English Subject Core Literacy

With the continuous development of globalization and the promulgation of English Curriculum Standards for Senior High School(2017Edition,2020Revision),curriculum objectives in senior high school English teaching and the cultivation of English subject core literacy have received unprecedented attention.Cultural awareness as one of the important components,has also become an important task in English teaching under the background of new curriculum reform.At the same time,the Party’s 20 th National Congress Report for the first time put forward the core concept of "cultural confidence and self-improvement",and clearly put forward the development goal of China’s cultural construction.To sum up,it is necessary to pay more attention to senior high school students’ cultural awareness in English teaching.Although the requirements for cultivating students’ cultural awareness have been conveyed to all front-line teachers in the form of curriculum standards,what is the status of senior high school students’ English cultural awareness in remote minority areas need to be investigated and analyzed.Therefore,author takes Tacheng No.3 Middle School as an example to investigate senior high school students in ethnic minority areas,conducts 26 classes of classroom observation,and sorts out 14 observation records related to students’ cultural awareness.The author’s investigation focuses on two questions: Firstly,from the perspective of English subject core literacy,what is the cultural awareness of senior high school students in minority areas? Secondly,what are the factors affecting the cultural awareness of senior high school students in ethnic minority areas?The survey results show that:(1)High school students in minority areas have realized the differences between Chinese and foreign cultures,and have preliminarily acquired the ability to dialectically view Chinese and foreign cultures;However,their ability to identify and analyze different cultural phenomena and their behavioral ability of cultural communication need to be strengthened.(2)The influencing factors of this situation include not only the insufficient efforts of the school in the construction of campus cultural atmosphere and teacher training,the limitations of the textbooks used;teachers themselves lack of deep understanding of the importance and necessity of cultivating students’ cultural awareness,and the lack of professional quality.It also includes the limitation of intrinsic factors such as students’ weak cultural foundation,utilitarian purpose of learning English and weak initiative.Based on the research findings,the author puts forward strategies and suggestions from the three dimensions of schools,teachers and students in minority areas: it is suggested that schools create a diversified campus cultural atmosphere,improve the emphasis on teacher training,and develop school-based textbooks with ethnic characteristics;It is suggested that high school English teachers should change traditional teaching concepts and explore cultural teaching methods.It is suggested that high school students should set up correct learning motivation and broaden the horizons of accumulating cultural awareness.Although this paper has some limitations in the scope and depth of investigation,which remains to be improved with further research.It is also hoped that through this research we can provide some effective minority English curriculum reform reference,and thus,it is hoped that more experts and scholars will continue to pay attention to study and improve the education in ethnic minority areas,in order to further promote educational equity.