语言和文化密不可分。语言是文化的载体,有着丰富的文化内涵。英语教材是实现英语教学的重要载体,也是学生文化学习的重要途径。英语教材不仅要全面呈现英语国家文化和世界其他文化,也要全面呈现中国文化,讲好中国故事,传播好中国声音...语言和文化密不可分。语言是文化的载体,有着丰富的文化内涵。英语教材是实现英语教学的重要载体,也是学生文化学习的重要途径。英语教材不仅要全面呈现英语国家文化和世界其他文化,也要全面呈现中国文化,讲好中国故事,传播好中国声音。本研究结合Byram的教材文化内容评价框架和新课标中的文化知识分类,以及参照张虹编制的文化呈现分析框架对人教版高中英语教材中的中国文化呈现进行分析。研究发现,教材呈现了丰富的中国文化,但中国文化各类别内容分布不均;教材呈现的中国文化以显性呈现为主,但显性呈现方式主要以图片、引言和背景文化信息为主,很少通过语篇和知识板块呈现。本研究为未来教材的编写与修订以及一线教师的教学实践提供了一些启示。Language and culture are inseparable. Language is the carrier of culture and has rich cultural connotations. English textbook is an important carrier of English teaching and an important way of students’ cultural learning. English textbooks should not only fully present the culture of English-speaking countries and other cultures in the world, but also comprehensively present Chinese culture, telling Chinese stories well, and spreading the voice of China widely. This study combines the evaluation framework of Byram’s textbook cultural content, the classification of cultural knowledge adopted from the new curriculum standard, and the framework of cultural representation ways compiled by Zhang Hong to analyze the Chinese culture in the PEP high school English textbooks. It is found that the textbooks represent rich Chinese culture, but the distribution of various contents of Chinese culture is uneven. The dominant representation way of Chinese culture is explicit representation. The explicit representation ways are mainly based on pictures, introduction and background cultural information, and Chinese cultures are rarely represented through discourse and knowledge sections. This study provides some implications on the compilation and revision of the future English textbooks and the teaching practice of front-line teachers.展开更多
将中华文化深度融入英语教材中,不仅能丰富青少年的精神世界,促进其形成健全人格,还可极大地推动中华文化的国际化传播与交流。以人教版初中英语教材作为研究对象,本文从语篇、插图及语言技能三个维度出发,系统且深度剖析了中华文化在...将中华文化深度融入英语教材中,不仅能丰富青少年的精神世界,促进其形成健全人格,还可极大地推动中华文化的国际化传播与交流。以人教版初中英语教材作为研究对象,本文从语篇、插图及语言技能三个维度出发,系统且深度剖析了中华文化在英语教材中的融入现状。通过分析,揭示其在内容均衡性、知识衔接性以及学习层次性等方面可能存在的问题与挑战;并在此基础上,进一步提出针对性的实施路径建议,旨在强化青少年对中华文化的认同感与自豪感,培养他们的文化自信,有效履行“用英语讲述中国故事,传播中国文化”的重要使命。Deeply integrating Chinese culture into English textbooks not only enriches teenagers’ spiritual world and fosters their well-rounded personalities, but also significantly promotes the international dissemination and exchange of Chinese culture. Taking PEP junior high school English textbooks as the research object, this paper systematically and thoroughly analyzes the current status of Chinese culture integration within these textbooks from three dimensions: discourse, illustrations, and language skills. Through analysis, it reveals potential issues and challenges in terms of content balance, knowledge cohesion, and learning hierarchy. Building upon these findings, it further proposes targeted implementation pathways and suggestions, aimed at strengthening adolescents’ sense of identity and pride in Chinese culture, nurturing their cultural confidence, and effectively fulfilling the crucial mission of “telling Chinese stories and spreading Chinese culture in English”.展开更多
文摘语言和文化密不可分。语言是文化的载体,有着丰富的文化内涵。英语教材是实现英语教学的重要载体,也是学生文化学习的重要途径。英语教材不仅要全面呈现英语国家文化和世界其他文化,也要全面呈现中国文化,讲好中国故事,传播好中国声音。本研究结合Byram的教材文化内容评价框架和新课标中的文化知识分类,以及参照张虹编制的文化呈现分析框架对人教版高中英语教材中的中国文化呈现进行分析。研究发现,教材呈现了丰富的中国文化,但中国文化各类别内容分布不均;教材呈现的中国文化以显性呈现为主,但显性呈现方式主要以图片、引言和背景文化信息为主,很少通过语篇和知识板块呈现。本研究为未来教材的编写与修订以及一线教师的教学实践提供了一些启示。Language and culture are inseparable. Language is the carrier of culture and has rich cultural connotations. English textbook is an important carrier of English teaching and an important way of students’ cultural learning. English textbooks should not only fully present the culture of English-speaking countries and other cultures in the world, but also comprehensively present Chinese culture, telling Chinese stories well, and spreading the voice of China widely. This study combines the evaluation framework of Byram’s textbook cultural content, the classification of cultural knowledge adopted from the new curriculum standard, and the framework of cultural representation ways compiled by Zhang Hong to analyze the Chinese culture in the PEP high school English textbooks. It is found that the textbooks represent rich Chinese culture, but the distribution of various contents of Chinese culture is uneven. The dominant representation way of Chinese culture is explicit representation. The explicit representation ways are mainly based on pictures, introduction and background cultural information, and Chinese cultures are rarely represented through discourse and knowledge sections. This study provides some implications on the compilation and revision of the future English textbooks and the teaching practice of front-line teachers.
文摘将中华文化深度融入英语教材中,不仅能丰富青少年的精神世界,促进其形成健全人格,还可极大地推动中华文化的国际化传播与交流。以人教版初中英语教材作为研究对象,本文从语篇、插图及语言技能三个维度出发,系统且深度剖析了中华文化在英语教材中的融入现状。通过分析,揭示其在内容均衡性、知识衔接性以及学习层次性等方面可能存在的问题与挑战;并在此基础上,进一步提出针对性的实施路径建议,旨在强化青少年对中华文化的认同感与自豪感,培养他们的文化自信,有效履行“用英语讲述中国故事,传播中国文化”的重要使命。Deeply integrating Chinese culture into English textbooks not only enriches teenagers’ spiritual world and fosters their well-rounded personalities, but also significantly promotes the international dissemination and exchange of Chinese culture. Taking PEP junior high school English textbooks as the research object, this paper systematically and thoroughly analyzes the current status of Chinese culture integration within these textbooks from three dimensions: discourse, illustrations, and language skills. Through analysis, it reveals potential issues and challenges in terms of content balance, knowledge cohesion, and learning hierarchy. Building upon these findings, it further proposes targeted implementation pathways and suggestions, aimed at strengthening adolescents’ sense of identity and pride in Chinese culture, nurturing their cultural confidence, and effectively fulfilling the crucial mission of “telling Chinese stories and spreading Chinese culture in English”.
