On The Mode Of Chinese Culture Presentation In Junior High School English Textbooks(PEP) From The Perspective Of Cultivation Of Cultural Confidence

In the period of social transition,the development of culture orientation often navigates the people’s ideology and even affects the foundation of national ideological construction.Therefore,President Xi Jinping proposes to strengthen cultural confidence,which also puts forward new requirements for English education.For a long time,English teaching has been valuing grammar more than culture,western culture more than native culture.This inevitably leads to Chinese culture vacancy on the world stage.As the main material of English learning,Chinese culture in textbooks has a direct impact on the cultivation of students’ cultural confidence,so it is of great significance to research presentation modes of Chinese culture in textbooks.The PEP junior high school English textbooks as the research object,this research carries out the internal and external evaluation of the textbooks with Cheng Xiaotang’s textbook evaluation system as the frame.The internal evaluation first classifies the Chinese culture into Byram’s cultural content classification based on the source of cultural confidence and then explores how to cultivate students’ cultural confidence with the criteria of forms of cultural expression(explicit culture and implicit culture)and function of culture in intercultural communication(knowledge culture and communicative culture).The external evaluation takes the teachers and students as the subjects with an aim to investigate whether Chinese culture in Go for it! is appropriate in English teaching.This research mainly addresses the following research questions:(1)What is the presentation modes of Chinese culture in Go for it!?(2)How do teachers and students evaluate and make use of the presentation mode of Chinese culture?(3)How can different presentation modes be better used to enhance students’ cultural confidence?The results of internal evaluation show: In PEP junior high school English textbooks,the scope of traditional culture is narrow,where folk culture involving “belief and behavior” is dominating;there is a vacancy in revolutionary culture(the synthesis of revolutionary theory,spirit,etc.bred during the revolution);it primarily focuses on modern culture(socialist culture with Chinese characteristics),especially the culture of“socialization and life circle”.As for the form of cultural expression,the textbooks cover both explicit culture and implicit culture,but implicit culture is dwarfed by explicit culture.In terms of cultural function,there is a serious imbalance between knowledge culture and communication culture.Besides,Chinese culture takes various presentation forms,among which the form of “picture(s)+text” is prevailing.The results of external evaluation show:Teachers and students are in great hopes that the textbook editors can give due consideration to their actual needs and interests,and add more outstanding Chinese culture that keeps pace with the times and is ahead of the world.Based on the research findings and English teaching observation,this research puts forward the following suggestions for education authorities,textbook editors,teachers and students to make better use of different cultural presentation modes.(1)Education authorities should encourage schools to set up cultural extracurricular classes in English about traditional cultural and revolutionary culture,and add more communicative culture and implicit culture in tests.(2)Textbook editors should expand the coverage of traditional culture,add the content of revolutionary culture,increase the proportion of implicit culture and balance knowledge culture and communicative culture.(3)English teachers are supposed to integrate the relevant cultural contents with the clue of explicit culture or knowledge culture.They ought to make implicit culture explicit via exploiting the educational value of explicit culture and guide students to perceive and apply communicative culture by cultural comparison.(4)Students are expected to accumulate knowledge culture and enhance Chinese cultural identity through reflection.