"Culture Shock" In Senior School English Class Teaching And Resolution Strategy Research

With the deepening of economic globalization and the accelerating of the pace of internationalization of higher education, China is more closely linked with the world. Intercultural communication has become an integral part of the exchange among nations, while English is the bridge between China and western countries, Learning English language and culture is an effective way for cross-cultural communication and eliminating"culture shock".At present, The senior English new curriculum standard for English culture made clear requirements: the language teaching must be put into the culture teaching; to cultivate students' English culture quality; to form culture consciousness; to develop ability to cross-cultural communication; to eliminate the cultural conflict, for students to successfully enter the community and lay the foundation for lifelong learning. Therefore, in this thesis I choose the students in Hubei Enshi Longfeng Senior School as the research object, by questionnaire, interview, teaching practice, test means etc to analyze the current status of high school to learn English culture and found that the main problem is that teachers have been Long-term affected by the influence of the teaching method of structuralism, in class teaching, too much emphasis on the language cognition of inner structures, attention to students'"Pure language cognitive ability"training namely pronunciation, vocabulary and grammar aiming at Examination-oriented education services, and ignoring cultural instruction which is due to the occurrence of"cultural shock"and pragmatic misuse in cross-cultural communication. This is a long plagued problem in our English teaching and we must solve it. This thesis is based on the theory of cultural teaching and language teaching, intercultural communication, and the"culture shock", I analyzed and researched the problem of"culture shock"in senior English class teaching , finding that students only firmly master the linguistic knowledge, which cannot guarantee the smooth intercultural communication, so when the language is taught, the cultural must be taught, blending the culture teaching into the language learning, in language learning, let students understand the cultural origin of main English-speaking countries, the way of thinking, values, behavior, lifestyle, traditional customs, religious belief and nonverbal symbols body language etc cultural knowledge, cultivate intercultural communicative competence and avoid cultural shock. Therefore, in high school English class teaching , the teacher should reform the traditional teaching concept, make full use of the cultural resources in the teaching materials, appropriately supplement cultural background knowledge by Using the medium, network, books and independent research learning in cultural teaching; Teach the language communication principle, put the culture teaching into the language teaching, namely, English language and cultural teaching should be carried out simultaneously, they cannot be isolated. Train the student's sensitivity of the English-Chinese cultural differences, constantly improve the students' intercultural communicative competence, dispelling the"cultural shock".The innovation points of this study is that English culture teaching in university will be extended to high school English class teaching,broaden the language and culture teaching research field in our foreign language teaching, widened the vision of research field, and broken through the tradition which foreign language culture teaching confined to the higher education field .It can promote the development and perfection of our foreign language culture teaching theory. In practice, it opens a new way to improve the efficiency and quality in high school English class teaching.