A Research On The Intercultural Sensitivity Status Of The Senior High School Students And Related Influencing Factors

"General High School English Curriculum Standards"(2017 version)emphasizes the cultivation of cultural awareness of high school students.Cultural awareness means that students can understand the connotation of Chinese and foreign cultures and compare the similarities and differences between Chinese and foreign cultures.This comparison greatly increases the similarities and differences between students of different cultures.The sensitivity between them allows students to deal with cultural differences more flexibly.Therefore,the new curriculum standard pays more attention to training students’ ability to communicate and express when facing different language environments and cultures,and intercultural sensitivity is the key factor to cultivate this ability.However,the current status of the intercultural sensitivity of high school students in China is still ambiguous.Existing studies have not yet given an accurate answer,and there is still little empirical research on the intercultural ability of high school students.This study attempts to obtain some actual data by investigating the current status of high school students’ intercultural abilities,especially the important indicator of intercultural sensitivity.In this study,200 high school students from a high school in Zhenjiang were taken as subjects,and the intercultural sensitivity of high school students,that is,the ability of emotional aspects in the composition of intercultural ability,was investigated by using the intercultural sensitivity scale compiled by Chen Guoming and Starosta.analysis.At the same time,in order to find the most effective way to improve the intercultural sensitivity of high school students,the study combines the characteristics of high school English teaching and the author’s own internship experience,from the experience of going abroad,the teaching situation of the English teacher’s culture and the English cultural activities.High school students were able to produce intercultural aspects and analyzed the influencing factors of intercultural sensitivity.In this paper,through questionnaire survey,on the basis of analyzing the research results,this paper gives corresponding countermeasures and suggestions on how to improve the level of intercultural sensitivity of high school students.The study found that:(1)The overall intercultural sensitivity of high school students is at the middle level.From all dimensions,the average value of high school students in communicative confidence is the lowest and needs to be strengthened.(2)The situation ofcultural teaching from English teachers has the greatest impact on high school students’ intercultural sensitivity,followed by English cultural activities,and the impact of going abroad on high school students’ intercultural sensitivity depends on different forms.(3)At present,the focus on cultural teaching in high school English teaching is still insufficient.The above findings indicate that in order to improve the intercultural sensitivity of high school students,it is necessary for high school English teaching to combine language teaching with cultural teaching.In addition,attaching importance to the construction of high school students’ practical situations of language application can effectively help students improve their communicative confidence and communicative concentration,thereby affecting their own intercultural communicative competence.At the same time,the school-level organization of overseas projects are supposed to help students perceive the differences of different cultures,face the foreign cultures directly,and increase students’ sense of respecting cultural differences.