A Study Of Chinese Culture Content In English Reading Teaching In Senior High School

Under the background of English core literacy education,English teaching has gradually raised the attention to cultural awareness,and the proportion of Chinese culture in the classroom has also been concerned.How to enhance students’ confidence in Chinese culture and improve students’ ability to disseminate Chinese culture in English has become an important issue.Based on Intercultural Communication Theory,Cultural Experience Theory and Cultural Experience Teaching Model,this study investigates the Chinese culture in English reading teaching in Shandong L Middle School.There are three main research questions:(1)How does textbook 1 present Chinese cultural content and give the requirements for students’ cognitive ability of Chinese culture in the design of reading teaching activities?(2)How do the teachers present Chinese cultural content and give the requirements for students’ Chinese cultural cognitive ability in reading teaching activities ?(3)What are the differences and similarities between the design of teaching activities of textbook and teachers’ reading teaching in the presentation of Chinese cultural content and the requirements for students’ Chinese cultural cognitive ability?Based on the analysis of the results of the study,the following conclusions are drawn: First,the presentation of Chinese culture in the compulsory textbook 1 and the implementation of teacher’s reading teaching activities are mainly based on cultural uniqueness,with a low rate of cultural co-occurrence.However,both textbook and teachers have noticed the value of cultural co-existence for in-depth study of Chinese culture.Second,both the textbook and the teacher present the content of Chinese culture in the form of multi-modality,combining the text with pictures,audio and video.But the single form of text is still the main form of presentation.Third,teachers in the actual teaching of reading use more pictures,audio and video to present Chinese culture.Fourth,the textbook compulsory 1 and the design of teachers’ reading teaching activities have relatively comprehensive requirements for students’ Chinese cultural cognitive ability,which are involved at all levels,reflecting obvious periodicity,but are mainly based on “know”,“understand” and “describe”,most of which are at the middle and low levels.Fifth,teachers pay more attention to the development of students’ “describe” level of Chinese cultural cognitive ability.According to the research conclusion,the author puts forward some suggestions for English teaching from three aspects: improving the proportion of cultural co-occurrence,giving full play to the supplementary value of pictures,audio and video for words,and paying attention to the requirements of cultivating students’ expressive cognitive ability.Finally,the author discusses the shortcomings of this study and makes a prospect for future research.