隨著全球化進(jìn)程的加速,跨文化交流對(duì)21世紀(jì)的教育提出了新的挑戰(zhàn),文化教學(xué)在英語課程與教學(xué)的重要性也越來越突出。2017年出版的《普通高中英語課程標(biāo)準(zhǔn)》中提到的“英語學(xué)科核心素養(yǎng)”成為教育工作者和研究者研究的重點(diǎn)。“核心素養(yǎng)”中“文化意識(shí)”包含了對(duì)本國(guó)優(yōu)秀文化的認(rèn)同以及有意識(shí)地傳播本國(guó)優(yōu)秀文化。而高中生文化素養(yǎng)的培養(yǎng)的一個(gè)外在考察點(diǎn)就是“用英文講述中國(guó)故事“。本研究以某高中英語課程與教學(xué)為例,對(duì)高中課程與教學(xué)中中國(guó)文化的融入情況進(jìn)行了調(diào)查研究。主要是從英語課程與教學(xué)的目標(biāo)維度,內(nèi)容維度,實(shí)施維度以及評(píng)估維度對(duì)高中課程與教學(xué)中中國(guó)文化的融入情況進(jìn)行調(diào)查。具體的研究問題如下:(1)當(dāng)前高中英語課程與教學(xué)中中國(guó)文化的融入情況如何?(2)導(dǎo)致此情況的原因有哪些?如何在未來的高中英語課程與教學(xué)中加強(qiáng)中國(guó)文化的融入?本研究以維果茨基的社會(huì)文化理論,圖式理論為理論依據(jù),在前人關(guān)于本土文化在英語教學(xué)中的融入研究基礎(chǔ)之上,采用了教材分析法,問卷法,訪談法,課堂觀摩法以及試卷法展開研究。首先設(shè)計(jì)問卷,課堂觀摩量表,以及測(cè)試題綱,并在一所示范性高中進(jìn)行調(diào)查問卷,300名來自高二的學(xué)生參與調(diào)查問卷。其中,對(duì)5位...

【文章頁數(shù)】：108 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Basic Concepts
        2.1.1 Curriculum and Instruction
        2.1.2 Culture Awareness
        2.1.3 Intercultural Communicative Competence
    2.2 The Relationships Between Language and Culture
    2.3 Previous Studies of Native Culture Teaching in EFL Abroad
    2.4 Previous Studies of Native Culture Teaching in EFL at Home
    2.5 Research Gap
    2.6 Theoretical Bases
        2.6.1 Cultural Schema Theory
        2.6.2 Sociocultural Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methods
        3.3.1 Textbook Analysis
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 Classroom Observation
        3.3.5Test
    3.4 Data Collection
Chapter Four Results and Discussion
    4.1 Results and Discussion of Objectives in English Curriculum and Instruction
        4.1.1 Results of Questionnaire
        4.1.2 Results of Interview
    4.2 Results and Discussion of Contents in English Curriculum and Instruction
        4.2.1 Results of Questionnaire
        4.2.2 Results of Interview
        4.2.3 Results of Textbook Analysis
    4.3 Results and Discussion of Implementation in English Curriculum and Instruction
        4.3.1 Results of Questionnaire
        4.3.2 Results of Interview
        4.3.3 Results of Classroom Observation
    4.4 Results and Discussion of Evaluation in English Curriculum and Instruction
        4.4.1 Results of Questionnaire
        4.4.2 Results of Interview
        4.4.3 Results of Test
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
References
Appendix Ⅰ Questionnaire for Students’Culture Awareness
Appendix Ⅱ Outline of Interview for Teachers’Culture Awareness
Appendix Ⅲ Data of Teachers’Interviews on Culture Awareness
Appendix Ⅳ Classroom Observation Sheet of Teachers’Instructions
Appendix Ⅴ Classroom Observation Data of Teachers’Instructions
Appendix Ⅵ Outline of Test for Students’Ability of Expressing Chinese Culture inEnglish
Acknowledgements



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