仁爱版与人教版初中英语教材文化内容对比分析

发布时间：2018-07-03 11:12

本文选题：文化内容 + 比较分析　；参考：《华中师范大学》2017年硕士论文

【摘要】：不断深化的全球化带来的文化差异对人们跨文化交际能力提出了新的要求,外语教学也越来越重视学生跨文化交际能力的培养。2011年国家教育部颁布的《义务教育英语课程标准》将文化意识纳入外语教学的五大基本目标之一,而教材中是否包含充足系统合理安排的文化是实现目标的关键。因此,本文对目前使用较广的两套初中英语教材(人教版和仁爱版)的文化内容从来源、分布和呈现这三个方面进行比较分析,试图回答以下问题:1)两套教材中包含了哪些文化来源?2)两套教材中文化内容是如何分布的?3)两套教材中文化因素是如何呈现的?从而发现各自特点,为教材编者提出建议,为教师的文化教学提供借鉴。本文根据新课标中对文化意识提出的五级目标,Cortazzi和Jin提出的文化分类,结合学者对大文化和小文化的分类,将教材中应当包含的文化内容分为四大类:生活方式和行为规范、风土人情和习俗、国家历史地理、文学艺术和价值观。同时将每一类文化细分为目标文化、本土文化和国际文化。研究结果发现,首先,文化内容来源方面,人教版和仁爱版教材都十分注重目标文化的输入,同时也兼顾了母语文化及世界文化。仁爱版相对而言更加注重文化来源多元化和文化对比。人教版对国家历史地理涉及较少,仁爱版对行为规范和国家历史涉及较少。其次,文化内容分布方面,两套教材文化分布上人教版数量随年级递增而仁爱版无明显差别,两套教材文化类别分布随年级从简单到复杂转变且复现率较高,呈螺旋状分布,但两套教材文化内容的分布都较为不系统和不平衡。最后,文化内容呈现方面,两套教材文化呈现都更加注重知识文化而非交际文化,呈现方式以知识导向的对话、文章为主,仁爱版注重图片呈现和情节推动。两套教材的真实语料呈现不足,人教版呈现方式较为丰富。人教版的文化注解更注重交际。根据以上发现,研究建议教材编者注重文化来源多元化,增加母语文化,世界文化和历史地理知识,注重文化分布系统性,同时注重交际导向的呈现和真实语料的辅助。教师应充分理解教材文化,在教学中有的放矢地进行增减,同时利用课外资源的辅助促进文化教学。
[Abstract]:The cultural differences brought about by the deepening globalization have put forward new demands on people's intercultural communicative competence. Foreign language teaching also pays more and more attention to the cultivation of students' intercultural communicative competence. In 2011, the National Ministry of Education issued the English Curriculum Standard for compulsory Education, which included cultural awareness in foreign language teaching as one of the five basic goals. The key to achieving the goal is whether the teaching material contains a culture of adequate systematic and reasonable arrangement. Therefore, this paper makes a comparative analysis of the cultural content of the two widely used junior high school English textbooks (people's Education Edition and benevolent Edition) from the source, distribution and presentation of these three aspects. Try to answer the following question: 1) what are the cultural sources in the two sets of textbooks? (3) how do the cultural factors appear in the two sets of textbooks? Thus, the author finds out their own characteristics, provides suggestions for textbook editors and provides reference for teachers' cultural teaching. According to the cultural classification proposed by Cortazzi and Jin in the new curriculum standard, combined with scholars' classification of big culture and small culture, the cultural content should be divided into four categories: lifestyle and behavior norms. Customs and customs, national history and geography, literature and art and values. At the same time, each culture is subdivided into target culture, native culture and international culture. The results show that, first of all, in terms of the source of cultural content, both educational and benevolent textbooks attach great importance to the input of the target culture, as well as the mother tongue culture and the world culture. Benevolence version pays more attention to cultural diversity and cultural contrast. Religious edition is less involved in national history and geography, benevolence version is less involved in codes of conduct and national history. Secondly, in terms of cultural content distribution, there is no obvious difference between the two sets of textbooks in terms of the number of educational editions and the benevolence version. The distribution of cultural categories of the two sets of textbooks changes from simplicity to complexity with a higher repetition rate, showing a spiral distribution. However, the distribution of the cultural contents of the two sets of textbooks is not systematic and unbalanced. Finally, in the aspect of cultural content presentation, the two sets of textbooks pay more attention to knowledge culture rather than communicative culture, the presentation way is knowledge-based dialogue, the article is the main, benevolence version pays attention to picture presentation and plot promotion. The real corpus of the two sets of textbooks is not enough, and the way of presentation is more abundant. The cultural annotation of the education version pays more attention to communication. Based on the above findings, it is suggested that the textbook editors should pay attention to the diversity of cultural sources, increase the knowledge of native culture, world culture and historical geography, pay attention to the systematic distribution of culture, and pay attention to the presentation of communicative orientation and the assistance of real corpus. Teachers should fully understand the culture of teaching materials, increase or decrease in teaching, and make use of the assistance of extracurricular resources to promote cultural teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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