A Comparative Analysis Of The Cultural Content Of The Reading Materials Of Senior High School English Textbooks In The People's Education Edition And The Foreign Research Edition

Chinese high school English education increasingly emphasizes the cultivation of new era talents with an international perspective.The newly revised "Ordinary High School Curriculum Standards" clearly states that English language learning aims to cultivate students' understanding of Chinese and foreign cultures and their recognition of excellent cultures.Note that the dual effects of the residual effects of traditional test-based education and the current popularity of quality education have made English language learning a very important influence on students,the teaching profession,and society as a whole.As one of the indispensable elements of English teaching,high school English textbooks are an important carrier of English knowledge and culture.The reasonable arrangement of cultural content can greatly promote English teaching.Therefore,it is inevitable that the study of English textbooks from the perspective of cultural content is inevitable.Will become the development trend of future English education research.English textbooks are the main source of language input for students,and the arrangement of their cultural content plays a vital role in cultivating students' cultural awareness and practical development direction.This paper selects the widely used high school English textbooks for human education and foreign research editions,and selects the cultural content contained in them for comparison and evaluation.The main issues are as follows:(1)The reading materials of high school English textbooks for human education and foreign research editions What cultural contents are included in each,and do they meet the requirements of the new curriculum standard?(2)What are the characteristics of the arrangement of cultural content in the reading materials of the senior high school English textbooks for human education and foreign research?(3)What suggestions can this study provide for front-line teachers and textbook writers?This study summarizes and draws on previous theories and standards of cultural content evaluation of textbooks,and uses literary analysis and comparative analysis to conduct a qualitative analysis of the cultural content involved in the two sets of textbooks,mainly from macro culture,micro culture,and international culture.Compare and evaluate in three aspects.The research finds that:(1)The cultural content in the high school English textbooks of the human education version and the foreign research version meets the requirements of the new curriculum standard,and the choice of cultural materials involves micro-culture,macro-culture and international culture.(2)The two sets of textbooks have similarities and differences in the specific arrangement and selection of cultural content.Both sets of textbooks focus on the spread of target language culture,but less focus on contrast culture and local culture.At the age level of social background,more reading materials suitable for the age of learners were selected in PEP edition than in the foreign Research Edition.Compared with the PEP edition,the Foreign Research Edition selects many reading materials that reflect the specific historical period of society and culture,with a stronger sense of cultural teaching.(3)This study puts forward some suggestions for teachers and editors.For example,teachers should pay attention to introducing excellent local culture and contrast culture in teaching,and combine the contrasts to cultivate students' cross-cultural awareness.The textbook writers should choose cultural content.Attention should be paid to the selection of cultural materials from multiple perspectives to increase the breadth and depth of cultural content.