A Study On Chinese Cultural Content In Senior High School English Textbooks Of PEP Edition

As in the new era,our country needs large number of talents with national sentiment,international vision,global awareness and intercultural communication competence.The National Curriculum Standard for Senior High School(2017)explicitly put forward requirements on the students’ cultural awareness,which requires students to learn both foreign countries’ culture and Chinese culture well so as to disseminate Chinese culture to the world.Textbook plays an important role in students’ culture learning.This study chooses the latest edition of New Senior English for China(2019)as the research object,and conducts the textual analysis to analyze the Chinese cultural content and uses questionnaires to investigate the current state of Chinese cultural education in the perspective of cultural awareness so as to answer the following research questions:(1)Does Chinese cultural content in textbooks of New Senior English for China meet the requirements on cultural knowledge content put forward by new curriculum standard ?(2)What is the configuration of Chinese cultural content in textbooks of New Senior English for China ?(3)What is the perception of teachers and students on Chinese cultural content in textbooks of New Senior English for China ?After analysis of the results,the major finding are as follows: Firstly,on the whole,Chinese cultural content in textbooks meets each requirement of cultural knowledge content in NECS(2017).But the cultural comparison between foreign countries and China and some Chinese cultural points are relatively less which need to be increased;Secondly,the configuration of Chinese cultural content is studied in three dimensions which are the cultural categories,cultural values and the cultural presentation forms.There are various cultural categories and cultural values of Chinese culture in the English textbooks but the distribution of them is uneven.Both of them need to be improved.And the proportion of each presentation forms is relatively balanced,which is beneficial for students’ culture learning;Thirdly,both students and teachers think highly of the Chinese cultural content in textbooks,but students’ learning outcome on Chinese culture is deficient,which is related to teachers’ lack of cultural knowledge and the configuration of cultural content in textbooks.In the end,in response to the problems of cultural content in textbooks and culture teaching,the thesis provides some practical suggestions to compilers and teachers.