A Study Of "Chinese Micro Lens"(Intermediate) From The Perspective Of Cross Cultural Communication

With the development of the Internet and the maturity of multimedia technology,Chinese audio-visual materials are gradually gaining attention.Based on "real" materials,Chinese audio-visual materials combine multimedia and international Chinese language teaching in a novel and convenient way,providing students with authentic language materials and backgrounds,helping them understand and apply what they have learned in a real environment,and understanding the real image of China and the spirit of Chinese people.There are still relatively few academic studies on audiovisual materials,and even fewer scholars have studied the cultural content of audiovisual materials.Culture is an inevitable part of language learning;cross-cultural communication is also an inevitable process in Chinese language learning.Therefore,this paper analyzes the textbook "Chinese Micro Lens"(Intermediate)based on the perspective of intercultural communication.First of all,we analyze the "image of China" constructed by the textbook of "China Micro Lens"(Intermediate).The theme of the text is to tell "China stories" with ordinary people as the main characters,and to build a real image of China that is humanistic,idealistic,modernized and internationalized.The cultural elements are used throughout the textbook,and the construction of "China’s image" is completed in an invisible way.Next,we analyze the strategy of seeking commonality and dealing with cultural differences used in the textbook "China Micro Lens"(intermediate level).The teaching materials mainly reflect "personal values" and "social spots",attracting learners with real social issues and personal stories of struggle.The materials use urban,youth,civilian,and personal stories as entry points to build commonalities with learners and inspire them to empathize.While every effort is made to seek common ground,cultural differences are also inevitable.The textbook explains cultural differences from the perspective of "experts" or "own people," or uses "cultural links" to explain "Chinese However,there are also " cultural differences " such as " family law " and " superior-subordinate relations " that are not dealt with in the textbook and are likely to cause conflicts.cultural differences" that are not addressed in the textbook.Finally,we suggest suggestions for international Chinese language teachers who use Chinese Micro Lens(Intermediate)to teach in the classroom and develop intercultural competence.International Chinese teachers need to pay attention to individual differences in classroom teaching,extract important knowledge points and be able to confront cultural issues,adopt a dialogue format for deeper discussion and uncover the values behind them.In terms of intercultural competence development,they need to focus on improving intercultural communication skills and continuously learning and consolidating knowledge about Chinese language ontology and Chinese culture.Based on the above suggestions,a complementary teaching design was written for the dialogue between the boss’ s wife and the employee in "Family",which is very controversial in terms of "cultural differences in occupational hierarchy".