Research On Cultuarl Contents’ Choosing And Presentation Of New Senior English For China Student’s Books

With the development of time, the understanding of cross-culture and the train ofcommunication ability are becoming the focus points to the education of all countries in theworld. In order to keep pace with the world, how to learn English effectively is an issue facedby the East Asian countries including China. As a big country to learn English, China issuedthe English Curriculum Standards for Compulsory Full-time high school (trail version) in2001. It firstly proposed that to learn the English curriculum is to train individuality andhumanistic quality, which means that the defining the character of English curriculum beganto highlight the meaning of “human”. Besides, the cultural consciousness was written in thecurriculum standards, as one of the integrated abilities of using language.Linguistic learning is closely bound up with the cultural learning. Therefore, Englishteaching should put these two elements together in the educational practice. English teachingis a typical language teaching, and an excellent teaching needs to understand the contents inthe perspective of culture，and to cultivate the cultural consciousness of students. Under thiscircumstance, choosing the cultural contents of our senior English teaching should not onlymeet the demands of teaching activities but also the development of era and nation. Therefore,the choosing and presentation of cultural contents in the textbook--New Senior English forChina Student’s Books is closed to the international environment and the domestic curriculumreform.Putting the student textbook from NSEFC1to11as the research objects, the articleclarifies three issues about the New Senior English for China Student Book: to discuss whatthe cultural contents are, how to present, and what are the reasons for choosing andpresentation. In the foundation of predecessors’ research results, the article, with theperspective of both culture and cross-culture, discusses the key point of “the choosing andpresentation of cultural contents in senior English textbook” in the view of analyzing theEnglish curriculum theory. The article could explore the viewpoints of researching Englishtextbook, reveal the internal operation mechanism of language teaching, provide evidences foreducation department to develop policies, as well as has a practical significance in deepeningreform and guiding writing of the English curriculum. As a research, the article mainly usesliterature, text analysis, and interview methods. And in the research, approaches themselvesbecome interaction tools, making the article more meaningful.The article consists of two parts: the introduction and the text. The introduction includesthe origin, and the meaning of the research, and defines relevant concepts. The text consists ofseven chapters. Chapter One analyzes the literature review and discusses related researches. Chapter Two mainly introduces the research contents, methods, objects, reliability, validity,ethics, ideas and the analysis framework. Chapter Three discusses the theoretical basis withcross-cultural communication consciousness from the perspective of the cultural anthropology,the foreign language curriculum organization, and foreign language teaching. Chapter Four,Chapter Five, and Chapter Six show the design ideas, choosing, and presentation of thecultural contents in NSEFC respectively. Chapter Seven puts forward to conclusions in theresearch, and give some suggestions.The conclusions of the article are mainly in the following seven aspects. Firstly, richcultural contents have been chosen in NSEFC. Secondly,ways of presentation of culturalcontents in NSEFC are diverse. Thirdly,the proportion of cultural content choosing differsgreatly. Fourthly,the combination of choosing with presentation is unique. According toConclusion3and Conclusion4, the article suggests rearranging cultural contents in NSEFC,and adjusting presentation.Although the article puts the student textbook from NSEFC1to11as the researchobjects in the choosing and presentation of cultural contents, the cultural complexity anddifferent research methods make the results varied from researcher backgrounds. Restrictedby place and time, the researcher fails to have face-to-face communication with the writer ofthe textbook, instead by phone. The non-verbal communication such as facial expressionscould not be captured by the researcher, which has an influence on the analysis of data and thearrangement of interview materials.Although the article puts the student textbook from NSEFC1to11as the researchobjects in the choosing and presentation of cultural contents, the cultural complexity anddifferent research methods make the results varied from researcher backgrounds. Restrictedby place and time, the researcher fails to have face-to-face communication with the writer ofthe textbook, instead by phone. The non-verbal communication such as facial expressionscould not be captured by the researcher, which has an influence on the analysis of data and thearrangement of interview materials.