【摘要】：語(yǔ)言是文化的一部分,同樣也是文化的載體。隨著世界經(jīng)濟(jì)的全球化,越來(lái)越多的人們開(kāi)始意識(shí)到英語(yǔ)交流中文化的重要性。語(yǔ)言學(xué)習(xí)的終極目的是服務(wù)于交流的。英語(yǔ)教學(xué)的任務(wù)不僅僅是教會(huì)學(xué)生基本的英語(yǔ)知識(shí),更是為了培養(yǎng)學(xué)生運(yùn)用語(yǔ)言去交流的能力。在某種程度上來(lái)說(shuō),語(yǔ)言教學(xué)實(shí)際上就是文化教學(xué)。文化教學(xué)實(shí)則是培養(yǎng)學(xué)生的文化意識(shí),提升學(xué)生的文化知識(shí),加強(qiáng)學(xué)生對(duì)不同文化的理解,增強(qiáng)學(xué)生的跨文化交流的意識(shí)與能力。隨著對(duì)語(yǔ)言學(xué)習(xí)深層目的的研究,越來(lái)越多的學(xué)者從不同的方面證實(shí)了語(yǔ)言學(xué)習(xí)過(guò)程中文化教學(xué)的重要性。普通高中《英語(yǔ)課程標(biāo)準(zhǔn)》要求我們要想實(shí)現(xiàn)英語(yǔ)教學(xué)的總體目標(biāo),將文化教學(xué)與英語(yǔ)教學(xué)結(jié)合起來(lái)是十分必要的,因?yàn)檫@樣可以培養(yǎng)學(xué)生的文化意識(shí),并且提高學(xué)生的跨文化交際的能力。盡管教育部已經(jīng)做出了明確地規(guī)定,但是由于種種客觀原因的限制,在實(shí)際的英語(yǔ)教學(xué)中仍然存在著很多問(wèn)題。除此之外,在對(duì)英語(yǔ)學(xué)習(xí)者綜合能力的研究中,閱讀理解占據(jù)了越來(lái)越大的比重,人們也把越來(lái)越多的注意力放在了對(duì)英語(yǔ)閱讀理解的教學(xué)中。大量的實(shí)驗(yàn)研究表明,對(duì)于學(xué)生來(lái)講,英語(yǔ)閱讀的障礙不僅僅存在于詞匯和語(yǔ)法方面,對(duì)文化背景知識(shí)的缺乏也是閱讀理解過(guò)程中的一大障礙。如果學(xué)生缺少對(duì)于西方文化的意識(shí)及理解,忽視中西方文化間的區(qū)別,也會(huì)導(dǎo)致學(xué)生在學(xué)習(xí)和交流過(guò)程中產(chǎn)生誤解。因此作為一名英語(yǔ)教師,應(yīng)該有意識(shí)、有目的地、盡可能多地向?qū)W生介紹英語(yǔ)國(guó)家的文化背景知識(shí)以及中西方文化間的區(qū)別,并且盡力提升學(xué)生對(duì)于語(yǔ)言和文化區(qū)別的敏感度,這樣學(xué)生才能理解語(yǔ)言的特征和生活在不同文化背景下的人們的文化習(xí)慣。因此,在高中英語(yǔ)閱讀教學(xué)中進(jìn)行文化教學(xué)應(yīng)該成為一個(gè)重要的研究課題。本課題對(duì)于高中階段英語(yǔ)教學(xué)中的閱讀課尤其重要。本研究在基于國(guó)內(nèi)外有關(guān)語(yǔ)言與文化關(guān)系理論的研究成果上,從高中英語(yǔ)閱讀教學(xué)的角度,采用調(diào)查問(wèn)卷和訪(fǎng)談研究了以下問(wèn)題:高中學(xué)生和英語(yǔ)教師對(duì)于文化教學(xué)的理解和態(tài)度都有哪些?英語(yǔ)教師在文化教學(xué)中實(shí)際運(yùn)用了哪些教學(xué)方法?當(dāng)前在高中英語(yǔ)閱讀教學(xué)中影響和制約教師進(jìn)行文化教學(xué)的主要因素有哪些?調(diào)查結(jié)果表明,大部分師生已經(jīng)認(rèn)識(shí)到文化教學(xué)的重要性,對(duì)文化教學(xué)有很強(qiáng)的興趣,但在實(shí)際的英語(yǔ)閱讀教學(xué)過(guò)程中,由于受各種因素的影響,實(shí)施文化教學(xué)的程度還是比較低,使用的文化教學(xué)方法比較單一。造成這種原因主要有以下幾方面:一是教師文化知識(shí)素養(yǎng)不足,缺少系統(tǒng)有效的文化教學(xué)策略;二是高中英語(yǔ)教材中所涉及到的文化背景知識(shí)不夠多,而且文化內(nèi)容也不夠新穎,沒(méi)有合適的文化教學(xué)材料;三是現(xiàn)行考試制度和課時(shí)緊張影響文化教學(xué)的授課;四是學(xué)生課業(yè)負(fù)擔(dān)重,學(xué)習(xí)時(shí)間及精力不足等。本文在對(duì)高中英語(yǔ)閱讀教學(xué)中文化教學(xué)現(xiàn)狀進(jìn)行分析、研究的基礎(chǔ),并結(jié)合一些有豐富教學(xué)經(jīng)驗(yàn)教師的意見(jiàn),最后提出了一些建議,希望能夠?qū)窈蟾咧杏⒄Z(yǔ)閱讀中進(jìn)行文化教學(xué)起到一定的促進(jìn)作用。
[Abstract]:Language is a part of culture as well as a carrier of culture. With the globalization of the world economy, more and more people begin to realize the importance of culture in English communication. To some extent, language teaching is actually culture teaching. Culture teaching is to cultivate students'cultural awareness, enhance students' cultural knowledge, strengthen students'understanding of different cultures, and enhance students' awareness and ability of cross-cultural communication. More and more scholars have proved the importance of cultural teaching in the process of language learning from different aspects. Although the Ministry of Education has made a clear stipulation, there are still many problems in the actual English teaching due to various objective reasons. In addition, reading comprehension has occupied an increasing proportion in the study of English learners'comprehensive abilities, and people are putting more and more emphasis on it. The more attention is paid to the teaching of English reading comprehension. A large number of experimental studies have shown that for students, the obstacles to English reading lie not only in vocabulary and grammar, but also in the lack of cultural background knowledge. Ignoring the differences between Chinese and Western cultures can also lead to misunderstandings in the process of learning and communicating. Therefore, as an English teacher, one should consciously and purposefully introduce to students as much as possible the cultural background knowledge of the English-speaking countries and the differences between Chinese and Western cultures, and try his best to promote students'understanding of the language and cultural areas. Therefore, cultural teaching in high school English reading teaching should be an important research topic. This topic is especially important for reading class in high school English teaching. This study is based on the domestic research. From the perspective of high school English reading teaching, the following questions are studied with questionnaires and interviews: what are the understanding and attitudes of high school students and English teachers toward culture teaching? What are the teaching methods used by English teachers in culture teaching? What are the main factors affecting and restricting teachers'cultural teaching in English reading teaching? The results of the survey show that most teachers and students have realized the importance of cultural teaching and have a strong interest in cultural teaching. However, in the actual process of English reading teaching, due to the influence of various factors, the degree of cultural teaching is still the same. The main reasons are as follows: first, teachers'cultural knowledge is insufficient, and lack of systematic and effective cultural teaching strategies; second, the cultural background knowledge involved in high school English textbooks is not enough, and cultural content is not new enough, there is no appropriate cultural teaching. This paper analyzes the current situation of cultural teaching in high school English reading teaching, studies the basis of the study, and combines the views of some teachers with rich teaching experience, and finally puts forward some suggestions. It is hoped that it will play a certain role in promoting cultural teaching in senior high school English reading.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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