Study On Interculturality:the Realization In Middle School English Teaching

In subject teaching,subject characteristics are the logical starting point for teaching,and a deep understanding of subject characteristics is the basis for effective teaching.In teaching practice,due to long-standing existence of "emphasis on knowledge and neglect of culture",which excessively emphasizes on the instrumental nature of middle school English,middle school English has lost its cultural conservatism and its due education value.In the context of globalization and diversification,it is more and more important to cultivate students' cross-cultural awareness.How to achieve inter-culturality in middle school English teaching has become an important subject of teaching reform and development.This dissertation aims to answer the question "How to realize the interculturality of middle school English in teaching".Starting from inter-culturality,based on the theory of multicultural education,through systematic exploration on intercultural education value,content process and teaching realization,it is expected to provide a reference for the theory and practice of in-depth English teaching in middle schools.By studying the life philosophy of cultural pedagogy and the thesis on the relationship between "education-culture-people",studying educational anthropology to master the influence of the complexity and mobility of culture on people,and using the method of relational thinking to view culture's two-way nourishing relationship with people,and linguistic culturologies---Von Baut's national worldview,Sapir-Wolf hypothesis,Malinowski's concepts of "situational context" and "cultural context" in cultural studies,Vygotsky's social and cultural theory and other research results,this research clarifies the study of middle school English teaching from the perspective of multicultural education.It elaborates that since culture is the basic way of human life,emphasis on the goal of instrumental rationality in middle school English has split language and culture.Hence,such teaching ignores that the life development of students is the starting point and destination of teaching.Based on the results of classroom observations and interviews,it reflects that due to the practical inertia of normal English teaching in middle schools and teachers' inadequate understanding of subject characteristics,middle school English teaching can no longer meet the changes in students' learning needs that accompany the development of the times,and it remains at shallow teaching of knowledge instillation and skill training,which cannot touch the cross-cultural thinking methods of the subject,and cannot enrich the level of students' lives through the construction of cross-cultural meanings.The cultural distance created by the encounter of the two heterogeneous cultures of English and Chinese is the logical starting point for the inter-cultural study of the English subject in middle school.The distance opens up the space for cultural reflection,and thus produces the intercultural way of "interculturalism" thinking.The concept of cultural distance believes that it is just because of the existence of cultural differences that different cultures have the possibility of learning from each other and illuminating each other.Interculturality provides an open,dynamic,and inter-related way of thinking for this research.“Inter”(in interculturality)means "crossing",which is the process of dynamic cultural interaction.Interculturality is the characteristic achieved by the Chinese-English gap contained in the English subject of middle school,including the differences and commonality of Chinese and English language and culture,which covers the process from perceiving cultural differences between English and Chinese to achieving cultural commonality.The basis of cultural differences lies in the differences in the practical activities of people who use different languages.And the basis of cultural commonality is the common practical activities of human beings."Commonality" refers to the acknowledgement of differences to achieve communication.The cultural commonality in middle school English teaching can be understood as People from different cultures form a common sense of cultural action through acquired education.The intercultural nature of middle school English can be realized by developing the dynamic process of crossing differences to commonality in the four dimensions of students' cultural knowledge,behavior,thinking,and value orientation.Interculturalism is one of the characteristics of this subject that distinguishes it from other subjects.Its realization in teaching is to respect the discipline's teaching rules,which can highlight the educational value of this subject and make middle school English teaching shift from "knowledge-based education" to "culture cultivation",shifting middle school English education from superficial instrumental rationality teaching to the in-depth teaching focusing on the development of students' sound and healthy personality.Under the cross-cultural perspective,the understanding of the essence,values,knowledge,and teaching methods of middle school English teaching has been promoted.The realization mechanism of the intercultural teaching of middle school English can be decomposed into three parts: the occurrence mechanism,the expansion mechanism and the promotion mechanism,among which the appeal of language and culture is the source of its occurrence,the encounter of heterogeneous cultures is the premise of its development,and the realization of the value of discipline education is its driving force.This research attempts to analyze the implementation mechanism of intercultural English teaching in middle school from the aspects of teaching goal design,teaching principle analysis,teaching organization interpretation,teaching process exploration,and teaching strategy selection.From the perspective of teaching realization,the research expounds that the mode of teaching realization--contrastive teaching targeting the experience of students' cross-cultural knowledge construction,active teaching of cross-cultural behavior formation,empathy teaching of cross-cultural thinking development,and subject-based inquiry teaching of cross-cultural value construction are four major implementation forms in middle school cross-cultural teaching of English.