An Investigation On Senior High School English Teachers’ English Culture Teaching Awareness In The Context Of The New Curriculum Standards

The National English Curriculum Standards of Senior High Schools, issued in2003by Ministry of Education of China, firstly put forward that cultivating students’English cultural awareness is one of the curriculum aims for Senior High School English teaching and learning. Language learning and the targeted-language culture cultivation are fused as a whole and cannot be separated. It is self-evident that English culture awareness cultivating for senior students is very significant for their English language study. In the English classes of China, which are traditionally dominated by language grammar and skills learning, whether the cultural cultivating has been well focused on and carried out has drawn a great deal of academic attention, especially under the precondition that there still has no proper and feasible evaluation system to assess teachers and students cultural cultivating and learning.The Curriculum Reform has been carried out and developing for ten years. After that the role of English teachers are also transferring from knowledge imparters to students’learning organizers, students’learning guides, and class teaching facilitators. As the implementers of Curriculum Ideas, English teachers play a very crucial role in English Teaching. Teachers’ culture teaching awareness based on the requirement of Curriculum Standards, which include interpretation and approval for curriculum aims, implementing skills, educational resource utilization and reflection, will have a profound impact on students’English culture learning. This research is focusing on the just above questions. In order to improve English classes cultural teaching and learning level and quality, the author has done a survey research entitled An Investigation on Senior High School English Teachers’English Culture Teaching Awareness in the Context of the New Curriculum Standards. It is an empirical research, with124High school English teachers as samples, who are from18different high schools in China, targeting to collect the contemporary state of English teachers’cultural teaching awareness based on Curriculum Standards requirements. Based on the cultural cultivating implementing level and the areas which need to be improved we have found during the research, some feasible updated strategies are expected. Hopefully this research will do help in the implementing of English classes cultural cultivating and learning situation and the development of theoretical framework for targeted language and culture teaching and learning.This thesis consists of three parts:introduction, body part and conclusion.The introduction part is mainly about research background information, related literature review, the significance of the research and the research methodology which are adopted.The body parts include three chapters.The first chapter of the main body is the discourse of the connotation of teachers’ awareness based on Curriculum Reform’s ideas and related culture teaching learning theories.The second chapter is the overview of this empirical research. And it includes the investigating purpose, investigating samples’information, the explanation of the questionnaire design. With combination of questionnaire and interviews, the124High School English teachers’ cultural teaching awareness is well data-collected and systematically analyzed.The last chapter of the main body is mainly focused on factors which are negatively influencing teachers’ cultural teaching awareness, based on the result from questionnaire data analysis, putting forward related optimized strategies through further data digging and reason searching.The conclusion part is the summary and generalization of the whole thesis, aiming at providing reference for English classes cultural cultivating further implementing, and for teachers own career development.