A Contrastive Study Of Chinese Cultural Content In Senior High School Textbooks (2019 Edition) Published By PEP And FLTRP

The National English Curriculum Standards for High School English(2017 Edition 2020 Revision)(hereinafter referred to as NECS(2017))which is promulgated by the Chinese Ministry of Education pointed out that the core competences of English discipline mainly include language ability,cultural awareness,thinking quality and learning ability.And cultural awareness refers to the understanding of Chinese and foreign cultures and the identification of excellent cultures.It can be seen that the process of cultural exchange is a two-way process which including the study of foreign cultures and the promotion of Chinese excellent cultures.As the main material of English learning,textbooks play a key role in the cultivation of students’ cultural awareness.This thesis takes English textbooks of senior high school(2019edition)compulsory 1-3 which published by PEP and FLTRP as the research objects.And the content analysis method is used to analyze the Chinese cultural content in the textbooks.The main research questions are:(1)What Chinese cultural contents are represented in the two versions of textbooks?(2)What are the similarities and differences in the proportion and distribution of Chinese cultural content in the two editions of textbooks at the micro level?(3)What are the similarities and differences in the proportion and distribution of Chinese cultural content in the two editions of textbooks at the macro level?In order to answer the above questions,this paper will use Risager ’s cultural analysis framework(1991)as the main theoretical basis.The specific steps of the study are as follows.Firstly,according to the definition of Chinese culture adopted in this study,this research will find out what Chinese cultural content is represented in both versions of the textbooks.Secondly,the age,gender,and occupation of the Chinese characters involved in the textbooks will be analyzed from the micro level.Finally,this research will analyze the way of presentation,types of Chinese culture,contemporaneity,national characteristics and comparision ways of Chinese culture from the macro level.After researching,this thesis found out that(1)both versions of the textbooks represented abundant Chinese cultural contents,and the Chinese cultural content in PEP version is a little more than that in FLTRP version.(2)At the micro level,in terms of age perspective,both versions of the textbooks mainly choose the elder Chinese characters to represent Chinese culture;In terms of occupational perspective,both versions of the textbooks covers a wider range of career types;In terms of gender perspective,the selection of male and female Chinese characters in the PEP version is more reasonable in which the ratio of men to women is more balanced.(3)At the macro level,in terms of presentation ways,both versions adopt a variety of presentation methods and both versions present Chinese cultural content in the way of picture+text as the main presentation method;From the perspective of types of Chinese culture,both versions mainly represent Chinese material culture,while the conceptual cultural content in both versions is relatively less;In terms of the the contemporaneity of Chinese culture,the Chinese traditional culture(before 1840)and Chinese modern and contemporary culture(after 1840)in the two versions are basically balanced;As to the ethnic characteristics of Chinese culture,both versions mainly focus on Han culture,while the ethnic culture is relatively rare;In terms of comparison ways in Chinese cultural content,the textbooks of PEP version mainly present Chinese culture in the way of no comparison,while the FLTRP version mainly present Chinese culture in two forms: no comparison and comparison between Chinese culture and foreign culture.