A Research On Integrating Chinese Culture Into Senior High School English Teaching

In recent years,with the deep research on cross-cultural communication and the trend of globalization,cultural teaching is becoming more and more important in foreign language teaching.English Curriculum Standards for Senior High School(2017)defines cultural awareness as the understanding of Chinese and foreign cultures and the recognition of excellent cultures.It is the cross-cultural cognition,attitude and behavior orientation of students in the context of globalization.The cultivation of cultural awareness helps students to enhance national identity and feelings of family and country,strengthen cultural self-confidence.Therefore,in order to better cultivate the ability of foreign language learners in cross-cultural communication,the complete and mature cultural teaching in foreign language teaching should take into account both the target language culture and the native language culture.On the basis of the theories of cross-cultural communication and cultural input,and based on the research status at home and abroad,this study conducts a research on integrating Chinese culture into senior high school English teaching of three high schools in Hebei province.By using the methods of questionnaires,interviews and textbook analysis of three high schools,this study is aimed at understanding the current situation of integrating Chinese culture into senior high school English class,teachers' and students' attitude towards it,the factors influencing Chinese cultural integration and the proportion of Chinese cultural knowledge in English textbooks for senior high school students so that the author expects to gain some pedagogical implications and come up with some limitations and expectations.The results of the questionnaires show that the majority of teachers and students have a stronger cultural input awareness in the teaching and learning practice and a more diverse access to relevant Chinese culture knowledge after class.However,they feel that they still have some difficulties in expressing Chinese culture in English.Due to the influence of environment,time and other factors in teaching practice,the actual situation of Chinese cultural integration needs to be improved.The statistical resultsof textbooks show that the knowledge related to Chinese culture in the high school English textbooks being used by students is in the appropriate range,but there is an imbalance in the proportion of modules,for example workbook part,which makes teachers and students ignore part of Chinese culture learning in the process of teaching and learning.Through this research,the author draws the following pedagogical implication,for teachers,they should pay attention to personal and professional development and improve their professional knowledge;for students,they should take a long-term view and realize that the study of Chinese culture can not only improve their language skills,but also help them have strong patriotic feelings;for the textbook writers,the proportion of Chinese culture in each module should be balanced,and the content should be more timely and interesting,so as to better improve the teaching interest of teachers and students,and further improve students' cross-cultural communication ability.