| In today’s world,cultural soft power has become an important indicator of a country’s overall strength.Therefore,the 2011 Edition of the English Curriculum Standards for Compulsory Education emphasizes the cultivation of students’ cultural awareness,and puts forward new requirements for students’ cross-cultural communication skills.The new curriculum standard "English Curriculum Standards for Compulsory Education(2022 Edition)" also emphasizes the cultivation of students’ cultural knowledge,guiding them to discover and judge the values and attitudes behind cultural knowledge.Intercultural communication has a "two-way nature",whereby students not only need to receive enough foreign cultural input,but also need to export Chinese culture.At the same time,foreign language education is both instrumental and humanistic,not only improving students’ English knowledge and skills,but also shouldering the mission of cultivating students’ humanistic literacy.Only by possessing solid English knowledge and skills and rich Chinese cultural literacy can students overcome "Chinese cultural aphasia",introduce Chinese culture in English in cross-cultural communication,let the world understand China,and let China move towards the world.As the main basis for teaching,the compilation of Chinese culture in textbooks directly affects teachers’ teaching,the improvement of students’ cross-cultural communication skills,and the formation of their personality.This study is based on the Chinese cultural elements in the junior high school English textbook of Yilin Edition.Using text analysis,the Chinese cultural elements in the textbook are classified according to Niu Xinsheng’s cultural classification criteria;This paper analyzes the text and data of Chinese cultural elements in the junior high school English textbook of Yilin Edition from three perspectives: the specific embodiment,distribution,and presentation of Chinese cultural elements,with a view to solving the following problems:(1)How is the specific embodiment of Chinese cultural elements in the textbook?(2)How are the elements of Chinese culture distributed in the textbooks?(3)How are the elements of Chinese culture presented in the textbooks,and what are the views and suggestions of teachers and students on the arrangement of Chinese culture in the textbooks?Through the text analysis of the textbook and the field investigation of teachers and students,the following conclusions are drawn teaching materials:(1)the number of theme types is quite different;(2)the input and output of the number of Chinese cultural elements are unbalanced;(3)the content of Chinese cultural elements lacks depth;(4)the sub-content richness of Chinese cultural elements is low.Teachers:(1)teachers lack of depth of studying Chinese cultural elements;(2)teachers also need to enhance the awareness of cultural integration;(3)the teaching methods of Chinese culture are relatively simple Students:(1)students’ lack of deep understanding and understanding of Chinese culture;(2)students’ lack of English expression ability of Chinese culture.Based on a summary of the advantages and disadvantages of the Yilin edition of junior high school English textbooks in terms of compiling Chinese culture,as well as the views of teachers and students on the content of Chinese culture in the textbooks,the researchers proposed corresponding suggestions from four aspects: textbook layout,teachers and students,and textbook evaluation criteria.Suggestions for the arrangement of teaching materials include:(1)paying attention to the arrangement of Chinese cultural content;(2)Balance the proportion of various types of culture and the proportion of plate culture;(3)Expand the scope of cultural content in textbooks.Suggestions for teachers are as follows:(1)Emphasizing the cultivation of students’ cultural awareness and cross-cultural communication skills;(2)Improve their professional cultural literacy;(3)Updating english teaching concepts and changing teaching methods;(4)Pay attention to cultural contrast teaching to deepen students’ understanding of cultural differences;Suggestions for students include:(1)establishing correct cultural values;(2)Improve the consciousness of learning Chinese cultural knowledge;(3)Extensive extracurricular reading and active participation in various cultural activities.Suggestions for the evaluation standards of teaching materials include:(1)improving the consistency of the evaluation content and standards of teaching materials;(2)Strengthen the pertinence of Chinese culture teaching objectives;(3)Improve the diversity of evaluation methods. |
