| The strong invasion of Western culture and Japanese and Korean culture has greatly impacted Chinese culture,resulting in the cultural deficit phenomenon.With the prominence of Chinese cultural aphasia,education of traditional cultural has been paid more and more attention in China.In recent years,Xi Jinping has raised "cultural self-confidence" to an unprecedented strategic height.As one of the most important sources of middle school students' cultural input,textbooks contain cultural content which is crucial to the achievement of cultural self-confidence.From the perspective of cultural self-confidence and the cultural requirements of the English Curriculum Standards for General Senior High Schools(2017),this paper makes a comparative analysis of the cultural content of various Chinese and Japanese English textbooks from cultural categories(local culture,target language culture,world culture,etc.),quantity,proportion and the specific content of the local culture involved in each edition,and try to find out how do Chinese and Japanese versions of English textbooks deal with the relationship between foreign culture and local culture,as well as their respective advantages and disadvantages and impact.And then the writer try to make some suggestions for the compilers and users of domestic textbooks.In this study,domestic English textbooks of senior high school are selected from Foreign Language Teaching and Research Press and Beijing Normal University Press,while Japanese textbooks are selected from All Aboard series and New Favorite I.The main findings are as follows:(1)Cultural orientation.Two editions of domestic English textbooks are multicultural-oriented,focusing on the culture of the target language countries,and Japanese textbooks are local-oriented and relatively less involved in the target language culture.Among the reading materials of the four sets of textbooks,comparative culture is less,while the new edition of Curriculum Standard puts forward higher requirements for cultural comparison.(2)The content of local culture.The local culture in the domestic textbooks is not comprehensive enough to meet the requirements of the new edition of the Curriculum Standard.The native culture in the two sets of Japanese textbooks is more inclined to the modern state of traditional culture and modern culture,which embodies the inheritance of traditional culture.All Aboard series textbooks pay more attention to the input of national culture to students,and New Favorite I textbook pays more attention to the export of national culture to the world.Both sets of high school English textbooks highlight Japan's cartoon culture,which has the greatest influence in the world.In contrast,the two sets of senior high school English textbooks in China lack the most prominent cultural symbols with Chinese characteristics,or the most representative ones,or the most influential ones in the world.(3)The relationship between native culture and foreign culture.From the quantitative point of view,the edition of Foreign Language Teaching and Research Press is obviously dominated by foreign cultures,but from the point of view of its appearance,the status of foreign cultures is relatively weakened,and the relationship between native cultures and foreign cultures in the textbook is relatively balanced.The primary and secondary status of native culture and foreign culture in the textbooks of Peking Normal University is clear,foreign culture is obviously in the main position.The native culture is obviously in the main position in All Aboard series textbooks,and in New Favorite I textbooks,local culture is absolutely dominant,while foreign culture is secondary.The Japanese version of textbooks has reference value for the compilation of Chinese textbooks in dealing with the relationship between foreign culture and local culture.And it also provides a way for textbook users to strengthen their English expressing of their own cultural,which is conducive to send out the voice of China to the world. |
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