Junior High School Language Textbook In The New Curriculum And Cultural Factors

Enter the twenty-first century, globalization is increasingly conspicuous. Multi-cultural has become an important cultural and ideological thought. Since China's reform and opening up, the country made closer contacts with foreign countries. At the same time, the Chinese people have broader their vision. Also because of China's vast territory and many national characteristics, the contemporary Chinese society takes on a particular pattern of co-exist Cultural diversity which is increasingly attracted the attention of Chinese scholars.From the perspective of education-cultural subject, the author selects three versions of the junior high school language teaching materials for the study. They are the versions of People's Education Publisher, Jiangsu Education Publisher and Chinese publisher. Analysis, statistical language teaching in the multi-cultural type, the author try to probe the different culture diversity patterns by the way of materials analyzing and statistics. At last, the author gives some suggestions for textbooks writers and language teachers.The paper includes five major chapters.The first chapter is introductory remarks. It mainly discusses the origin and object of this study, its significance and research methods which were adopted.In the second chapter, firstly, the author defines several important concepts which are related to culture study. Then the author clarifying the meanings of cultural diversity.In this study Multicultural includes the following cultural forms, namely: traditional and modern culture, national culture, gender culture, regional culture, age culture, class culture, general culture, special culture. Also, the paper reveals the relationship between language and education and the relationship between multicultural and Chinese New Curriculum.The third chapter discuss the relationship between culture and Chinese textbooks, thus further elaborate the different types of language teaching in a multicultural division of language teaching materials:Traditional Chinese Culture and Modern Chinese culture, Chinese culture and foreign culture, gender culture, urban and rural culture, adult and peer group culture, elite and popular culture, General and specific culture.Chapter four:the author summaries several common problems in these three versions of the Chinese textbooks. The problems include:selection of ancient text too much, modern and contemporary fine cultural opt-in is not enough. They still need not only to increase the share of foreign works, but also to expand the text of regional elections, increasing the outstanding culture of Asia, Africa and Latin American countries and China's ethnic minority culture; attention to the spread of women's culture and contemporary rural culture, new farmers culture; appropriate reduction of adult culture, attention to student peer group culture; concern to popular culture and guide students to understand mass culture positively; attention to special cultural and vulnerable social groups.Chapter five, the author puts forward different proposals to the different language teaching materials users and language teachers. As for the language writers, the editor should to develop cultural vision and study cultural in-depth. The proportion of distribution of various cultures should be appropriate and they should seek to form a diverse team of editors. As to language teachers, they should strive to increase the amount of reading, enhance multi-cultural awareness, research their own student and try to practice multi-cultural teaching methods. If it was possible, they should also set up school-based curriculum.Chapter six is the conclusion. The author emphasizes the important role of cultural diversity of language teaching materials, also pointed out the confusion of the language materials which were selected to reflect the cultural diversity. For a more in-depth study of this complex issue, we still have a long way to go.