An Exploration Into The Effects Of Process-oriented Culture Teaching Model In Senior High School English Class

The Belt and Road Initiative makes China have more partners around the world.At the same time,communication with these countries requires language education to follow the pace of the world and reserve talents for building a community of shared future for mankind.Cultural awareness is one of the core academic competency of senior high school students required by the 2017 English Curriculum Standards.Therefore,English education must attach importance to the cultivation of students' cultural awareness.In the past,English education paid more attention to the culture of English-speaking countries,which caused aphasia in Chinese culture and was not conducive to the spread of Chinese excellent culture to the world.Many scholars at home and abroad have noticed that the home cultural awareness has a positive effect on learning foreign languages,so it is necessary to strengthen Chinese cultural awareness in English classes.Process-oriented culture teaching is an English teaching model derived from constructivism.It emphasizes students' active exploration,the construction of bilingual culture,student-student communication,and teacher-student communication.This paper aims to investigate the following questions: 1.By applying process-oriented teaching model in English class,will it help enhance the intercultural sensitivity of senior high school students? 2.By applying process-oriented teaching model in English class,will it help promote senior high school students' English performance? In order to answer the two questions above,two parallel classes in the first grade of an ordinary high school in Jinan were selected for experimental research.To answer the first research question,the ISS survey was employed to examine how high-school students' intercultural sensitivity changed after process-oriented culture teaching in English class.In order to answer the second research question,this study conducted an 18-week teaching experiment.In the experimental class,process-oriented culture teaching model was used to strengthen Chinese culture.In the control class,English teaching was conducted as the school authorities required.Pre-test and post-test were conducted for students in both classes before and after the experiment.During the experiment,class observation was made in order to collect the student's performance in class.After the experiment,an interview was taken to understand the students' perceptions on process-oriented culture teaching.Excel was used to analyze the class room observation table of students' performance in the experiment class.The record of the interview was transferred to text through software and then translated into English by the author.SPSS 22.0 was used to conduct independent sample T-test on the intercultural sensitivity scale and the results of pre-test and post-test.Through one semester of experiment,it was found that 1.The intercultural sensitivity of the students in the experimental class have significant difference to the students in the control class in three aspects: respect of cultural differences,interaction enjoyment,and interaction attentiveness.This implies process-oriented culture teaching helps students improve intercultural sensitivity in some aspects.2.Students in the experimental class have significant difference to the students in the control class in reading and writing performance.This shows that process-oriented culture teaching enhances students' reading and writing performance.