从跨文化视角评价新人教版高中英语教材中的文化内容

发布时间：2019-02-23 12:44

【摘要】：为了适应全球化和多元化的交往,教育部2003年颁布《普通高中英语课程标准(实验)》,首次将“文化意识”列为课程五维标准(语言知识、语言技能、学习策略、情感态度和文化意识)之一。教材是高中生学习英语的主要来源,因此,教材必须提供足够的文化内容以保证学生文化意识的提高。基于此,笔者认为从文化视角出发评价《新人教版高中英语》教材的文化内容,可以为我国高中英语教学和改革提供新的思路和方法。根据张革承和张洪岩对关于教材文化内容的分类,本文拟从目的语文化、本族语文化、世界文化、对比文化和其他文化五方面来分析和描述新人教版高中英语教材中的文化内容。本文还通过问卷调查法和访谈法探讨教材使用者的文化意识、教材文化内容、文化教学、文化教学的影响等有关方面。参加本次问卷调查对象有怀集一中、怀集中学的472名高二和高三学生和广东、广西等其他省份的132名高中英语老师。本研究主要问题有：1.教材中包含了什么文化?2.教材文化是否能够满足新课程标准的要求?3.老师和学生对教材文化内容的态度是什么?调查结果表明：第一,该教材包含了目的语文化、本族语文化、世界文化、对比文化和其他文化,但这五种文化分布不合理,其中,目的语文化和其他文化比重较多,分别是31.67%和30%,母语文化,占18.33%,世界文化和对比文化比较少,分别占12.5%和7.5%；第二,教材文化内容绝大部分是满足新课标要求,但是有些文化内容远离学生日常生活,所以一定程度上满足不了学生文化学习需求；第三,大部分教师和学生对教材中的文化内容感兴趣。根据研究结果,建议教材应该适当增加其他英语国家的文化；提高世界文化和对比文化的比重；适当增加贴近学生生活的文化内容。
[Abstract]:In order to adapt to the globalization and diversification of communication, the Ministry of Education issued the English Curriculum Standard (experiment) of General Senior High School in 2003, which for the first time listed "Cultural Awareness" as the five-dimensional standard of curriculum (language knowledge, language skills, learning strategies). One of the emotional attitudes and cultural awareness. Textbooks are the main source of learning English for senior high school students. Therefore, the textbooks must provide enough cultural content to ensure the improvement of students' cultural awareness. Based on this, the author thinks that evaluating the cultural content of Senior High School English textbook from the perspective of culture can provide new ideas and methods for the teaching and reform of Senior High School English in our country. According to the classification of the cultural contents of the textbooks by Zhang Gesheng and Zhang Hongyan, this paper intends to focus on the target language culture, native language culture, world culture, Compare culture with other cultures to analyze and describe the cultural content in the new high school English teaching materials. This paper also discusses the cultural consciousness of the textbook users, the cultural content of the textbook, and the influence of cultural teaching through questionnaire and interview. Participants included 472 sophomore and junior high school students in Huaiji Middle School and 132 senior English teachers in Guangdong, Guangxi and other provinces. The main problems of this study are as follows: 1. What culture does the textbook contain? 2. Can the teaching material culture meet the requirements of the new curriculum standard? 3. What is the attitude of teachers and students to the cultural content of textbooks? The results show that: first, the textbook contains the target language culture, native language culture, world culture, contrastive culture and other cultures, but the distribution of these five cultures is unreasonable, among which, the target language culture and other cultures have a large proportion. It is 31.67% and 30% respectively, the mother tongue culture accounts for 18.33%, the world culture and contrast culture are relatively few, accounting for 12.5% and 7.5% respectively. Second, most of the cultural contents of textbooks meet the requirements of the new curriculum standard, but some cultural contents are far from the daily life of students, so they can not meet the needs of students' cultural learning to some extent; Third, most teachers and students are interested in the cultural content of the textbook. According to the research results, it is suggested that the textbook should increase the culture of other English-speaking countries, increase the proportion of the world culture and contrast culture, and increase the cultural content which is close to the life of the students.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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