Urban And Rural High School English Teachers’ Cross-cultural Awareness Difference Research

National English Curriculum Standards for Common Senior High School composed by the "Ministry of Education (experiment draft)" clearly pointed out:the total goal of the senior high school English curriculum is to make the students in compulsory education stage of English learning based on the cultivation of students’ comprehensive ability of using language. The formation of comprehensive ability of language usage is built on, language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness based on the integration of development and points out that cultural awareness is the guarantee of the appropriateness of language. [the Ministry of education of the people’s Republic of China enacted. The influence of training students’ cultural awareness is mainly affected by the teacher, the teacher understanding and awareness of culture, directly affect the students’ ability to identify cultural identity and culture etc.. Therefore the study of senior high school English teachers’ cross-cultural awareness is very important. Closely related to teachers cross-cultural awareness and the development of students intercultural awareness, we don’t pay much attention to the former enough and even less to rural teachers’ cross-cultural awareness. In view of this, the research takes Chongqing Municipality as an example,a comparative study of the diversity of urban and rural senior high school English teachers’ cross-cultural awareness, analysis the reasons of difference between them; Making the urban senior high school English teachers’ cross-cultural awareness as a model and taking the real statement of rural high school English Teachers into consideration, we are hoping to put forward the effective strategies of training rural teachers cross-cultural consciousness, in order to improve the overall level of awareness of English teachers. The research, first of all, expounds the relationship between culture, language and communication, thus reveals the important effect of cross-cultural awareness in intercultural communication, confirms the importance of the cultivation of cross-cultural awareness; Being built on cross-cultural expected breach theory, cross-cultural conflict management theory, cross-cultural adaptation theory, cross-cultural identity theory, a comparative study of the urban and rural high school English teachers’ cross-cultural awareness is divided into three dimensions: cross-cultural cognition awareness, cross-cultural understanding consciousness and cross-cultural consciousness of practice, making the questionnaire and interview outline as well. Secondly, the research conducted a questionnaire survey and interviews on the urban and rural high school English teachers in Chongqing Municipality. The results show the obvious difference in cross-cultural cognition awareness, cross-cultural understanding consciousness and cross-cultural consciousness of practice, the cross-cultural awareness of urban and rural high school English teachers have great differences, while the rural teacher performance is generally weak in these three aspects. Thirdly, the research explores and analyses the reasons of urban and rural high school English teachers cross-cultural awareness of the differences from the teachers’ own factors, environmental factors, resources factors. Finally, according to the actual situation of cross-cultural awareness of urban and rural high school English teachers, consulting the cultivation of urban English teachers’cross-cultural awareness, presenting countermeasures and suggestion for training rural senior high school English teachers’ cross-cultural awareness, mainly including:increasing investment to improve the rural area education condition; changing the concept of leadership, building the atmosphere of English culture; renewing the concept of education of rural English teachers to promote teachers’ self cultivation of cross-cultural awareness; carrying out cultural training to promote teachers’ cultural literacy; strengthening cooperation with urban schools, sharing resources.