A Study On The Current Situation And Countermeasures In The Cultural Teaching Ability Of High School English Teachers Based On The Third Space Theory

General High School English Curriculum Standards(2017 Edition 2020 Revision)put forth that,"The specific purpose of the general high school English curriculum is to cultivate and develop the core literacy students should have after receiving a high school English education".Cultural awareness is a significant part of the core literacy of the four disciplines as well."English course content is the basis for developing students’ core literacy in English subjects",and cultural knowledge is one of the six elements of the course content.Consequently,English courses should give attention to cultural teaching,in order to cultivate students’ cultural awareness.Teachers are the primary drivers of English teaching in senior high schools and shoulder the essential task of cultivating talents who are able to adapt to the future social development of China.Thus,having the corresponding cultural teaching implementation ability is a foundational requirement for high school English teachers so as to allow the proper implementation of cultural teaching,and it is also a crucial guarantee for improving the quality of cultural teaching as a whole.This research is founded on the "third space theory" and combined with the requirements of the "General Senior High School English Curriculum Standard(2017 Edition,revised in 2020)" for cultural teaching and the First-line English teaching practice,with a goal to construct a foundational pillar of theoretical framework.By utilizing the questionnaire survey method,the interview method,and the classroom observation method,this paper carries out research concerning the contemporary situation of English teachers’ cultural teaching implementation abilities in high school.Initially,the theoretical basis and research status at home and abroad are organized,and using this as a foundation,the composition of high school English teachers’ cultural teaching implementation ability is summarized,and research tools are compiled respectively.This research utilized "Questionnaire Star" to distribute questionnaires to 241 high school English teachers in Jilin Province,Shandong Province,and Henan Province,to comprehend the general level of high school English teachers’ cultural teaching abilities and existing issues.The research team also conducted classroom observations and interviews with six high school English teachers in Shandong Province to investigate the causes of existent issues in high school English teachers’ cultural teaching ability,and after that provide targeted countermeasures.The research conclusions are as follows:1.The ability of high school English teachers to implement cultural teaching is at an upper-middle level.2.Issues existing in the teaching cultural abilities: the lack of authenticity in creating cultural situations;a single method of classroom inspiration;an insufficient level of knowledge and culture in disseminating cultural information.3.Issues existing in the comparing cultural abilities: the participation of students in cultural activities is overall quite low,and the evaluation methods of cultural activities are singular;the analysis of the common demands of Chinese and foreign sports spirit in the cultural analysis is insufficient,and the comparison of the expressions of English and Chinese idioms and common sayings is insufficient as well.In carrying out cultural comprehension,there is a lack of discussion concerning cultural identity and inheritance,a lack of comprehension of the connotation of various cultural elements,and an ignorance of the cultural connotation of commonly utilized idioms and sayings.4.Issues existing in the exploring cultural abilities: infiltration of cross-cultural awareness ignores the connection between language and culture,and lacks a practical path forward of practicing cross-cultural communication;infiltration of cultural self-confidence lacks penetration of Chinese cultural identity as well.Based on the above-mentioned conclusions,combined with the reasons behind the issues,there are eight particular aspects of creating cultural situations,conducting inspiration within the classroom,disseminating cultural information,conducting cultural activities,conducting cultural analysis,developing cultural comprehension,infiltrating cross-cultural awareness,and infiltrating cultural self-confidence.Below the eight recommendations are provided:1.Through the comprehensive use of multimedia and other technological means,improving the expressive ability of language and emotions,and then enhancing the ability of teachers to create cultural situations.2.Teachers should master the method of heuristic teaching and encourage students to ask questions,to enhance the ability of teachers in carrying out inspiration in the classroom.3.The College Entrance Examination English increases the inspection of students’ cultural literacy,optimizes students’ English learning motivation,strengthens the analysis of cultural content in textbooks,and enhances a teacher’s ability to disseminate cultural information.4.Through the establishment of an incentive mechanism for cultural activities,the division of tasks for cultural activities will be refined,and the evaluation standards for teachers’ performance assessment improve.It is beneficial to improve teachers’ ability in carrying out cultural activities.5.Through broadening teachers’ international vision and strengthening teachers’ comprehension of sportsmanship,it is possible to establish a teaching concept of students’ general development,master the methods of comparing Chinese and Western cultures,and summarize the expressions of English and Chinese idioms and common sayings.If these actions are taken,teachers’ ability of cultural analysis can improve.6.Through widening the duality of the cultural identity of teachers,endowing contemporary cultural teaching content,enriching teachers’ cultural knowledge,improving teachers’ cultural literacy,overcoming the negative influence of cultural stereotypes,and strengthening the research concerning the conceptual and cultural significance of English and Chinese idioms and sayings,and finally,to improve the ability to develop a cultural comprehension of teachers.7.Through the integration of language teaching and cultural teaching,teachers establish a sense of autonomy in cultural teaching,attach importance to cultivating students’ cross-cultural communication skills,create an atmosphere of international culture,and improve teachers’ ability to penetrate cross-cultural awareness.8.Through providing an avenue to the positive transfer role of native culture,increasing the investigation of Chinese culture-related content in English assessment,making complete utilization of Chinese culture-related English materials,and improving teachers’ ability to penetrate cultural self-confidence.