| Nowadays,the development of economic globalization is getting faster,and the communication between countries is becoming more frequent.It is also an important goal of education to cultivate students’ intercultural communicative competence in foreign language teaching.As the most extensive language of international communication,English culture teaching is also very important and needs to take into account world culture,target language culture and mother tongue culture.However,English culture teaching in China at first has caused the phenomenon of "native language culture aphasia" because of paying too much attention to target language culture.In recent years,scholars at home and abroad have gradually realized the seriousness of this problem in cross-cultural communication,and General Secretary Xi has repeatedly mentioned the need to adhere to cultural confidence in foreign communication.As the main way to cultivate students’ intercultural communicative competence,foreign language teaching should pay attention to the integration of Chinese culture.However,the culture of any nation has its advantages and disadvantages,students should inherit and spread the excellent and essential parts of traditional culture.The analysis of the contents of excellent traditional Chinese culture in the teaching materials can help teachers and students to better understand and learn the traditional Chinese culture in the world,improve the ability of spreading excellent traditional Chinese culture and enhance cultural self-confidence in cross-cultural communication.Therefore,this study chooses two editions of textbooks which are widely used in China,the compulsory part(1-3 volumes)of English textbooks for senior high schools,namely New Senior English for China(NSEC)and New Standard English(NSE)published by Foreign Language Teaching and Research Press(FLTRP)and People’s Education Press(PEP).Taking these two editions of textbooks as research objects,through the requirements of the New Curriculum Standard for students’ cultural awareness,language skills and other academic quality levels,this paper compares the contents related to the cultivation of Chinese culture communication ability in the two editions of textbooks from the traditional Chinese culture theme,content,presentation,input and output four aspects,aiming at solving the following three problems:(1)Does the choice of traditional Chinese culture in the two editions of textbooks help to cultivate students’ cultural consciousness ?(2)What is the proportion of the types,input and output of traditional Chinese culture in the two editions of textbooks? Does it reflect the requirements of the New Curriculum Standard for students’ cultural knowledge and language skills?(3)What are the differences in the presentation of traditional Chinese culture in the two editions of textbooks? What is the impact on students’ cultural multi-reading ability?In order to answer the above research questions,the author uses the methods of literature study,content study and comparative study to make statistics and analysis on the content of Chinese culture in the two editions of textbooks.First of all,according to the requirements of the cultural knowledge in the New Curriculum Standard,the author compares the relevance of the Chinese cultural goals and the New Curriculum Standard in the two editions of the textbook,and analyzes whether the two editions can achieve the purpose of cultivating students’ cultural consciousness;Next,review relevant literature and get the types of traditional Chinese culture,compare and analyze the content of traditional culture in the two editions and judge whether it can meet the requirements for students’ cultural knowledge in the New Curriculum Standard;Then,combining Krashen’s input hypothesis and Swain’s output hypothesis,this paper makes statistics on the input-output ratio of traditional Chinese culture in textbooks,and studies whether the contents of traditional Chinese culture in the two editions of English textbooks meet the requirements of students’ cultural knowledge and language skills in the New Curriculum Standard.Then,through the statistics and analysis of the presentation modes of the two editions of textbooks,compare the different presentation modes of traditional Chinese culture in the two editions of textbooks,and analyze its influence on students’ cultural multi-reading ability.Finally,according to the above data statistics,this paper analyzes the theme,content,presentation,input and output of traditional Chinese culture in the two editions of the textbook,and draws the conclusion.The research conclusions of this paper mainly include the following four aspects:First,the theme of Chinese culture in the two editions of the textbook contains the goal of cultural consciousness in the New Curriculum Standard;Secondly,the two editions are rich in the types of traditional Chinese culture,generally speaking,in line with the material culture and spiritual culture put forward in the cultural knowledge of the New Curriculum Standard;Third,the presentation of traditional Chinese culture in the two editions of textbooks is mainly "text",which may have different effects on students’ cultural multi-reading ability;Fourthly,in terms of input and output of traditional Chinese culture,both versions aim at cultivating students’ language skills and try their best to combine comprehension skills with expression skills,but they focus more on input than output.Finally,in view of the problems in the textbooks,the author puts forward relevant suggestions to the textbook writers and teachers. |
