A Study On The Teaching Strategies Of Foreign Selected Texts In Junior Middle School Chinese From The Perspective Of Cross-cultural Understandin

Foreign works in language textbooks are the main windows for students to understand and grasp foreign customs and cultures,as well as the main sources for teachers to train students’ literary skills.The paper will take the perspective of cross-cultural understanding as the entry point and Bruner’s view of literature as the guide to explore the teaching strategies of foreign selected texts in middle school language textbooks.Intercultural understanding consists of two levels:one is a correct understanding of the particularities(differences)of foreign cultures,and the other is a further understanding of the commonalities(interconnectedness)and mutual appreciation among different cultures.Language is not only about developing students’ ability to listen,read,and write,but also about having an allencompassing mind.Therefore,it is imperative that language classes foster the development of students’ "cross-cultural understanding".Students in Beijing D Middle School are very interested in foreign texts and are motivated to read them outside of class;at the same time,they are good thinkers and can actively compare the values of their local culture with those of foreign texts.The author believes that the teaching of foreign selected texts should break through the framework of traditional unit objectives,design teaching activities with innovative teaching methods and ideas,pay attention to the cultural values of the selected texts,and recognize and understand different cultures in the contrast of multiple cultures.On the one hand,they can make use of other people’s excellent culture for their own use,and on the other hand,they can know the local culture deeply and build up cultural confidence.This paper is divided into five chapters,and the first chapter mainly provides an overview of foreign selected texts in the unified version of junior high school language textbooks,introduces the definition of key words in this study,the theoretical basis of this study and the necessity.It establishes the global awareness to achieve the target.In the second chapter,the author organizes and categorizes the results of classroom observations and teacher-student interviews to analyze the problems of teachers and students in the teaching and learning process:teachers emphasize too much on the requirements of test-taking,so that the teaching process leads to the fragmentation of teaching materials and culture,which makes the learning demands of students who contain the desire to know not be satisfied;students are generally not highly motivated to read foreign selected texts and have weak thinking ability,which is very capable of Students are generally less motivated to read foreign selections and have weaker abstract thinking skills to its cultural connotations from the content of the textbook.Ultimately,teachers are too heavily influenced by traditional teaching concepts,and their own knowledge base is not able to support a comfortable cross-cultural teaching.At the same time,students are bombarded with fragmented news,resulting in cultural sensitivity that needs to be improved.In the third chapter,the author analyzes the selected texts from the perspective of cross-cultural understanding and designs steps for teaching implementation based on the compilation of the unified version of the middle school language textbook.Chapter 4 shows the teaching strategies designed by the author based on the problems identified in the previous section.The first step is to eliminate the students’ unfamiliarity with the foreign texts,and then to use the comparative reading method to design the teaching from three perspectives:theme,character,and genre,in order to break the traditional teaching model and provide a new teaching idea.Chapter 5 is a thematic reading designed by the author according to the implementation steps in Chapter 3 and the teaching strategies in Chapter 4.The thematic reading activity is divided into two lessons,from the image of "spectator"to "The Chameleon" and "Confucius",guiding students to discover the commonality and differences of cultures,so as to teach the reading of foreign selected texts from a cross-cultural perspective.We put our research results into practice so that young people can break through the barriers of different cultures and learn from others’ strengths.