Investigation And Analysis Of Chinese Elements In PEP Senior High School English Textbooks (2019 Edition)

At present,with the continuous improvement of China’s comprehensive national strength,Chinese culture is spreading more widely.To tell a good story about China and spread the voice of China,English teaching is one of the main places to implement this task.The General Senior High School English Curriculum Standards(ECS)(2020)puts forward the overall goal of the ordinary high school English curriculum,one of which is to cultivate and practice the socialist core values,accomplishing the fundamental task of cultivating people through education.At the same time,it has to further develop students’ English subject core literacy,which requires to enhance students’ cultural self-confidence,intercultural communication competence and the ability to spread Chinese culture.As a carrier,the Chinese cultural content in the textbook can’t be ignored,so studying the Chinese elements in the English textbook is of great significance.This research takes the compulsory textbook of the PEP Senior High School English Textbook(2019 Edition)as the research object.Based on the internal and external evaluation of the textbook by Cheng Xiaotang(2011),the statistical analysis and questionnaire data collection are carried out.Three questions are mainly discussed:(1)What Chinese elements are presented in the textbook?(2)How are the Chinese elements presented in the textbook?(3)What do teachers and students think about the content and presentation of Chinese elements in the textbooks?Through text analyses and questionnaire survey,this study draws the main findings:(1)The content of Chinese elements is rich in variety,but unevenly distributed.(2)The content of Chinese elements in the textbook is mainly composed of words and illustrations,supplemented by videos,which is flexible but lacks systematicness.(3)Teachers and students have a relatively comprehensive understanding of the Chinese elements presented the textbooks,but their application is insufficient.According to the conclusions drawn from above,the thesis proposes the following suggestions to the textbook revisers and textbook users:(1)The textbook revisers should appropriately supplement historical events,national spirit,and other ideological elements that reflect Chinese national characteristics,to enhance students’ national pride and self-confidence.(2)High school English teachers should improve their cultural literacy,and make full use of modern information technology to deeply explore the Chinese elements in textbooks and integrate these elements into teaching.(3)In the process of teaching English,teachers are supposed to give students the subject status in the classroom and foster their autonomy and creation in learning.