高等教育出版社于2009年頒布的最新一版的《中等職業(yè)學校英語教學大綱》(以下簡稱新《大綱》)中規(guī)定英語課程的任務之一就是培養(yǎng)學生的文化意識,提高學生的文化素養(yǎng)。新《大綱》指出課程要指導學生了解中西方文化差異,能在不同的生活和工作情境中使用英語進行有效交流。由此可見,跨文化交際能力的培養(yǎng)與課程總目標直接相關,跨文化教學越來越受到重視。但是,我國職業(yè)教育長期處于一個“起步較晚、發(fā)展較緩”局面,中等職業(yè)教育水平整體低于普通教育水平,中職英語教學仍然存在著種種問題。而英語教材作為英語教學的主要依據和教學內容的主要載體,是廣大英語教師在教學實踐中最關心的問題,是教學質量得到統(tǒng)一的保障。并且教材中的輸入材料作為我國職業(yè)高中學生英語學習的主要文化輸入來源是否具備可理解性、趣味性、全面性,對學生的跨文化交際具有一定的影響。本文結合教材評價和文化教學的相關理論,從文化類型和文化區(qū)域兩個角度切入分析高教版中職《英語》(基礎模塊1-3)教材中的聽力和閱讀輸入材料,客觀評價高教版教材文化內容的編寫特點。隨后把教材使用者(教師和學生)對該套教材的反饋分別進行分析,最后對教材修訂與教材使用者在文化教學中如何有效使...

【文章頁數】：100 頁

【學位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Key Definitions
        2.1.1 Culture
        2.1.2 Intercultural Communication
        2.1.3 Intercultural Communication Competence
    2.2 Related Studies of English Textbook Evaluation
        2.2.1 Contents Evaluation of English Textbook
        2.2.2 Methods Evaluation of English Textbook
        2.2.3 Literature Statistics on English Textbook Evaluation
        2.2.4 Cultural Contents in English Textbook
        2.2.5 A Critical Analysis of Previous Studies
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Participants
        3.2.1 Questionnaire Participants
        3.2.2 Interview Participants
    3.3 Research Instruments
        3.3.1 Byram’s Criteria for Textbook Evaluation
        3.3.2 Cortazzi& Jin’s Cultural Regional Classification Criteria
        3.3.3 Questionnaires
        3.3.4 Interviews
    3.4 Research Materials
    3.5 Data Collection and Data Analysis
        3.5.1 Internal Analysis
        3.5.2 External Analysis
    3.6 Research Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Analysis of Cultural Content in Input Materials
        4.1.1 Statistical Analysis of Cultural Types in Input Materials
        4.1.2 Statistical Analysis of Regional Culture in Input Materials
    4.2 Analysis on the Results of the Questionnaires
        4.2.1 Analysis on the Results of the Questionnaire for Students
        4.2.2 Analysis on the Results of the Questionnaire for Teachers
        4.2.3 Discussion on the Questionnaire Results
    4.3 Analysis on the Results of the Interviews
        4.3.1 Analysis on the Results of the Students'Interview
        4.3.2 Analysis on the Results of Teachers’Interview
        4.3.3 Discussion on the Interview Results
CHAPTER FIVE CONCLUSION
    5.1 Research Findings
    5.2 Research Implications
        5.2.1 Suggestions for Curriculum Compilers
        5.2.2 Suggestions for Users
    5.3 Research Limitations
    5.4 Suggestions for Further Study
REFERENCES
中文參考文獻
APPENDICES
ACKNOWLEGEMENTS



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