Research On Intercultural Teaching Of Foreign Literature In Senior High School Chinese Textbook

With the advancement of economic globalization,the interaction and exchange between cultures is getting closer and closer.Foreign literature is full of rich cultural knowledge,opening a window for students to understand the diversity of the world’s cultures,and has become an important teaching resource for developing students’ intercultural awareness in language teaching.And it can also deepen student’s understanding of cultural diversity.However,in the current teaching of foreign literature in senior secondary languages,there are still some more significant problems in the development of intercultural teaching due to the constraints of various factors.Therefore,this article takes the unified version of foreign literature in high school as the research object,takes the perspective of intercultural teaching as the entry point,analyses the problems existing in the current unified version of foreign literature in high school and proposes practical and effective teaching strategies for intercultural teaching of foreign literature in high school,so as to enhance students’ understanding of cultural diversity,be able to understand and learn from the cultures of different nationalities,form respect and tolerance,and deepen cultural confidence.The thesis consists of four chapters.The introductory section develops a description of the origin of the study,the purpose and significance of the study,and compares the current literature related to the teaching of foreign literature in high school languages.The first chapter conducts an extensive search and sorting out of relevant concepts in the thesis.The second chapter,through interviews and questionnaires with teachers and students in a senior high school in L city,identifies the problems that exist in the intercultural teaching of foreign literary works by teachers and students: including,on the part of teachers,insufficient attention,single teaching methods,single forms of evaluation and teachers’ low cultural literacy and neglect of the foreign attributes of foreign literature;on the part of students,bias in their perception of foreign literature,lack of background knowledge and the third chapter addresses the specific problems of intercultural learning.Chapter 3 proposes intercultural teaching strategies to address specific problems.Teachers should build students’ cultural awareness and understand the differences in linguistic expressions in different cultural contexts through comparative teaching of translations.By understanding the difference in language styles between the original author and the translator,students’ attention to the original works of foreign literature is strengthened,and their aesthetic appreciation and creative abilities are enhanced in the comparison.Secondly,through comparative teaching of Chinese and foreign literature in terms of theme,genre,characterisation and cross-media,respectively,students are helped to gain a deep understanding of the cultural differences in Chinese and foreign works,expand their cultural horizons and fully appreciate cultural diversity.Chapter 4 is an example of intercultural teaching using the teaching strategies proposed in Chapter 3 with To a Skylark,A Doll’s House,and a pedagogical reflection on the actual teaching effects,in an attempt to be able to provide inspiration and help for front-line teaching of foreign literature in high school languages.