A Study On The Cultural Content And Teaching Status Of Senior High School English Textbooks From The Perspective Of Thematic Context

With the acceleration of globalization,English education in the new era needs to cultivate talents with multicultural awareness,thereby enhancing their intercultural communicative competence.The cultivation of multicultural awareness depends on the corresponding thematic context,which is fully reflected in the General High School English Curriculum Standard(2017 Edition Revised 2020).However,in the actual textbook application and teaching,it is still not better for the integration and development of cultural content in the thematic context.Therefore,it is necessary to make a contrastive analysis of the cultural content of different versions of senior high school English textbooks based on the thematic context,and to study the current situation of cultural content teaching in order to understand teachers’ understanding and application of the textbooks.This can not only promote teachers’ in-depth understanding and creative application of teaching materials,but also improve teachers’ teaching ability of cultural content from the perspective of thematic context.But also by improving the teaching effect of cultural content in the thematic context,it can fully stimulate students’ enthusiasm and initiative for cultural content learning,and guide students to establish multicultural awareness.In this study,through the comparative analysis of the 2007 edition and the 2019 edition of the People’s Education textbook,it is found that the number of thematic contexts and clusters of cultural content was very uneven in the two editions of the textbook;and there is a lack of contrastive culture in the two editions;the number of cultural texts in the 2019 edition was significantly higher than that in the 2007 edition;compared with the 2007 edition,the cultural content in the 2019 edition is richer,has a deeper educational significance.The content of the text is closer to the students’ daily life,and more contemporary and interesting.Based on the analysis of teaching materials,the results of the investigation show that teachers have better understanding of thematic context and cultural knowledge;teachers are not clearly understand the dimension of thematic context in the textbook;teachers are not satisfied with the cultural content in the textbook;the teaching effect of cultural content in the thematic context is poor;teachers’ teaching demand for cultural content is strong;the cultural teaching of female teachers is significantly better than that of male teachers;the new teachers’ understanding of the "new curriculum standard" and the demand of teaching are significantly weaker than the old teachers.Based on the above findings,this study puts forward the following strategies and suggestions: pay close attention to curriculum standards,expand cultural knowledge,enrich curriculum content;attach importance to the creation of thematic context and the implementation of multi-level teaching activities;improve high school English teachers’ cultural literacy and cultural content teaching ability;integrate the cultural content of the thematic context into teachers’ training and research;optimize the feedback of teaching evaluation to highlight the cultural content of the thematic context.