Survey On Intercultural Awareness Cultivation For Upper Elementary Students Through English Teaching

English is a humanistic subject.In English Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as "the new standards"),the word "culture" appears five times,and "cultural awareness" is one of the key competences to be cultivated in English subject.The importance of intercultural education is becoming more and more evident today as intercultural interactions between different groups of human beings have become closer and deeper.However,in English teaching practice,there is a big gap between the teachers’ intercultural teaching and students’ intercultural awareness and the ideal state.Based on this,this study focuses on the current situation of English teachers’ intercultural teaching in upper elementary schools,and uses interview and questionnaire methods to investigate the English teachers and students in upper elementary schools in Chengdu G.Through interviews,we investigated senior English teachers’ perceptions of intercultural awareness cultivation,the setting of the content of teaching objectives,teaching methods and the implementation of teaching evaluation;based on the curriculum content of intercultural awareness cultivation in the New Curriculum and the connotation of intercultural awareness in the New Curriculum,we designed student questionnaires and interviews to investigate the level of intercultural awareness of students in School G and reflect the current situation of teacher cultivation.The findings revealed that the senior English teachers in School G have been influenced by the English curriculum reform and have achieved some empirical results in their teaching,but there are also many problems.The first part of the main paper presents and analyzes the survey results to discover the effectiveness and problems of intercultural awareness cultivation;in the second part,it summarizes the problems of intercultural teaching for senior English teachers in School G.It finds that teachers equate cultural introduction with intercultural awareness cultivation,unreasonable setting of intercultural teaching objectives,one-sided content of intercultural teaching,lack of effectiveness of methods,and lack of evaluation.Digging into the reasons behind the problems,we found that teachers themselves are important influencing factors,and teachers’ own weak intercultural awareness,poor understanding of intercultural communication,and weak teaching skills are important reasons.In addition,the cultural hegemony of western countries is also one of the influencing factors.The third part of the paper proposes improvement strategies for the problems and the causes behind them,such as teachers should strengthen their learning and enhance their intercultural teaching skills,establish a correct concept of teaching English culture,adopt effective teaching methods,explore the cultural teaching content behind the language,and enrich intercultural teaching evaluation.