An Applied Research On Cultural Infiltration In English Teaching In Junior High School

The connotation and extension of language and culture determine that theteaching of language teaching cannot replace the teaching of culture. Teachinglanguage and culture cannot be completely separated. In the process of learning alanguage, understanding the country’s cultural background is necessary. The radiationof Western culture in the teaching of English will not only help students master theknowledge of English quickly, but also help to improve students’ English proficiency.While foreign language teachers teach students the knowledge of the language, theyshould be conscious of cultural radiation, through which the language teaching andthe cultural elements combined naturally.According to the study, this experiment trying to explore a way to make sense ofthe students’ current knowledge effectively inspired students’ initiative, enthusiasmand creativity. At last, the experiment achieved the desired results and obtainedresearch results.After theoretical research and practical testing and exploration, it’s found thatconstructive English teaching in junior high school requires the teacher-centeredteaching will be transferred to the students-centered learning, that’s to say, Englishteachers are no longer centered in the whole process of teaching. The role of teachershas also been converted--the teacher is no longer the inculcator of knowledge, but theorganizers of the teaching process, instructors, and the helper and advancer of theconstruction of meaning. The teacher make use of learning environment factors, suchas context, collaboration, conversation, sense-making, etc. to inspire the students’initiative, enthusiasm and pioneering spirit. The students construct meaning activelyaccording to the knowledge provided the materials, and learn, explore the new worldand communicate with each other collaboratively by making use of scenarios createdby the media, and ultimately construct meaning of the current knowledge effectively.Based on constructivist principles and the following teaching formations:①scaffolding instruction,②anchored instruction,③randomized into teaching, thispaper proposed a junior high school English constructivist teaching "cultural radiation" model, in which traditional culture, as well as Western cultures makeinfluence on students during the language learning."Cultural radiation" constructivistEnglish teaching model in junior high school contains:①pre-class preparation,including students’ searching for relevant information in advance, clearing the wordobstacles, key phrases, key syntax obstacles in advance, and②classroom teaching,including "a sentence a day","teaching objective interpretation","the creation ofscenarios,""cooperative learning","learning evaluation" five steps.③after-schoolfeedback, ie, practice and reflection.Based on the "cultural radiation" strategy in the classroom teaching experiment,three types of classroom "cultural radiation" model are discussed respectively, namely,writing courses, conversation classes and reading classes.Practice has proved that junior high school English "cultural radiation"constructivism teaching model can mobilize the enthusiasm of the students, inspirethe initiative of students, improve the sensitivity and identification capabilities ofcultural differences and similarities between Chinese and foreign cultures, deepentheir cultural understanding and awareness, improve the ability of cross-culturalcommunication, and help students expand their horizons and develop the world’sconsciousness.