| With the deepening of economic cooperation between China and countries along the Belt and Road Initiative,international cultural exchanges are increasingly frequent,and culture plays a prominent role in the competition of comprehensive national strength.At the same time,it also puts forward higher requirements for teaching,that is,English learners should have the ability to introduce Chinese culture and be able to tell Chinese stories in English.The English curriculum standard for senior high schools(2017)argues that the ultimate goal of English courses in senior high schools is to cultivate and practice socialist core values,and strictly realize the fundamental task of fostering virtue through education.At the same time,it has to further develop the students’ English subject core literacy,cultivating and developing the students’ ability of language,cultural awareness,thinking quality and learning ability.Among them,the goal of cultural awareness refers to the understanding of Chinese and foreign cultures and the identification of excellent culture,that is,to strengthen cultural confidence and form the good quality of self-esteem,self-confidence and self-improvement.It is the cross-cultural cognition,attitude and behavior orientation of students under the background of globalization.Selecting and using appropriate teaching materials is a necessary prerequisite for completing teaching contents and achieving teaching objectives.Textbooks have been regarded as the main materials for cultivating senior high school students’ cultural awareness,which were revised according to The English curriculum standard for senior high school(2017)and published by Foreign Language Teaching and Research Press(FLTRP).Studying the Chinese cultural content in the textbook is of great significance for implementing the requirements for cultivating cultural awareness.Based on Byram’s textbook cultural content evaluation model and the internal and external evaluation of textbooks by Cheng Xiaotang(2011),this study focuses on three issues:(1)What are the different kinds of Chinese cultural contents in the English compulsory textbooks(FLTRP)for senior high school,and what is the proportion?(2)What is the distribution of Chinese culture in the FLTRP high school English compulsory textbooks?(3)How should teachers design teaching activities to integrate Chinese culture in the process of reading teaching?Through the analysis of textbooks and questionnaire results,the study results show that:(1)Chinese culture in the textbooks mainly includes traditional culture,modern culture and revolutionary culture,with traditional culture accounting for 65%,modern culture for32.5% and revolutionary culture for 2.5%.(2)The contents of Chinese culture presented in textbooks are rich in variety,but their distribution is uneven.They are presented by texts and illustrations,and also have flexibility.(3)Teachers and students have comprehensive understanding of Chinese culture in the textbooks of senior high school,but they have weak awareness of using auxiliary tools to promote the teaching of Chinese culture.Finally,according to the above research conclusions,the author puts forward relevant suggestions for textbook writers and textbook users : First of all,textbook writers should appropriately supplement historical events,national spirit and other revolutionary cultural content reflecting Chinese national characteristics,so as to enhance students’ national pride and national confidence.Secondly,high school English teachers should improve their own cultural literacy,actively update the concept of cultural teaching,and make full use of modern information technology to carry out cultural teaching reasonably and effectively on the basis of understanding the composition and distribution of Chinese culture in textbooks.Finally,during the process of teaching,we should achieve real student-centered learning,encourage and guide students to cultivate their independent learning ability,and establish cultural confidence. |
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