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”.
