本文選題：外研版高中英語(yǔ)教科書 + 文化內(nèi)容設(shè)計(jì)　； 參考：《山西師范大學(xué)》2016年碩士論文

【摘要】：2003年國(guó)家教育部頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》將培養(yǎng)文化知識(shí)、文化理解、跨文化交際意識(shí)和能力作為高中英語(yǔ)課程的目標(biāo)之一,并首次將“文化意識(shí)”同“語(yǔ)言知識(shí)”、“語(yǔ)言技能”、“學(xué)習(xí)策略”和“情感態(tài)度”一起列為課程的五大目標(biāo),文化在語(yǔ)言教學(xué)中的地位得到了認(rèn)可。然而,高中英語(yǔ)教科書中文化內(nèi)容的設(shè)計(jì)是否融入了新課標(biāo)的理念以及使用者的反饋情況如何仍值得深入探討。為了了解目前高中英語(yǔ)教科書中文化內(nèi)容的編排情況,本論文基于文化分類與文化教學(xué)相關(guān)理論,以外研版英語(yǔ)教科書為例,圍繞“教科書、學(xué)生、教師”三個(gè)核心展開分析。提出以下研究問(wèn)題：1.外研版高中英語(yǔ)教科書中選擇了哪些文化內(nèi)容?2.外研版高中英語(yǔ)教科書中的文化內(nèi)容設(shè)計(jì)如何?(從比例、緣由、合理性、是否符合課程標(biāo)準(zhǔn)要求等)3.教師以及學(xué)生對(duì)教科書中文化內(nèi)容的態(tài)度是怎樣的?研究過(guò)程主要包括兩部分。第一部分是基于文化分類對(duì)外研版高中英語(yǔ)教科書進(jìn)行靜態(tài)研究。第二部分是動(dòng)態(tài)研究,使用了兩種研究方法：?jiǎn)柧碚{(diào)查和訪談。問(wèn)卷分為學(xué)生問(wèn)卷和教師問(wèn)卷,采用萊克特五級(jí)量表。訪談的對(duì)象主要針對(duì)教師,采用開放式問(wèn)題。山西省太谷第二中學(xué)的317名學(xué)生及53名英語(yǔ)教師參與了調(diào)查。從研究結(jié)果中可以看出,外研版英語(yǔ)教科書對(duì)文化內(nèi)容的安排在一定程度上是比較合理的,與其他版本的英語(yǔ)教科書相比,增加了文化角部分。從這點(diǎn)也可以看出,外研版英語(yǔ)教科書是重視文化內(nèi)容的。在對(duì)學(xué)生和教師的問(wèn)卷數(shù)據(jù)進(jìn)行歸納整理后發(fā)現(xiàn),大部分學(xué)生和教師對(duì)于文化是感興趣的,但是他們對(duì)外研版高中英語(yǔ)教科書中文化內(nèi)容的安排并不是很滿意。在對(duì)教師的訪談中了解到,大部分教師認(rèn)為文化對(duì)語(yǔ)言的學(xué)習(xí)起著重要作用,文化教學(xué)很有必要落實(shí)到課堂中,然而由于一些原因,這些希望在教學(xué)中難以實(shí)現(xiàn)。同時(shí),在訪談中教師就教科書文化內(nèi)容的選擇上提出了他們的建議。根據(jù)這一現(xiàn)狀,作者從學(xué)生、教師、學(xué)校、教科書編寫者、國(guó)家現(xiàn)行考試制度等五方面提出了一些建議。
[Abstract]:In 2003, the National Ministry of Education issued the General Senior High School English Curriculum Standard (experiment), which set the cultivation of cultural knowledge, cultural understanding, cross-cultural communication awareness and competence as one of the goals of the senior high school English curriculum. For the first time, "cultural consciousness", together with "language knowledge", "language skills", "learning strategy" and "emotional attitude", is listed as the five major goals of the curriculum, and the position of culture in language teaching is recognized. However, whether the design of cultural content in high school English textbooks is integrated with the idea of the new curriculum and the feedback from the users is still worth further discussion. In order to understand the arrangement of cultural content in English textbooks of senior high school, this thesis is based on the theories of cultural classification and culture teaching, and the case study of English textbooks is carried out around "textbook, student and teacher". Put forward the following research question: 1. What cultural content is selected in the Foreign Studies edition of English textbooks for senior high school students? How about the design of the cultural content in the foreign language edition of senior high school English textbooks? (from the proportion, the reason, the rationality, whether conforms to the curriculum standard request and so on 3. What is the attitude of teachers and students to the cultural content of textbooks? The research process consists of two parts. The first part is based on the cultural classification of the foreign language version of senior high school English textbooks static research. The second part is a dynamic study, using two research methods: questionnaires and interviews. The questionnaire is divided into student questionnaire and teacher questionnaire. The object of the interview is mainly aimed at the teacher and adopts the open question. A total of 317 students and 53 English teachers from Taigu No. 2 Middle School in Shanxi Province participated in the survey. It can be seen from the results of the study that the arrangement of cultural content in the English textbook is reasonable to some extent, and that compared with other versions of English textbook, the cultural corner is increased. It can also be seen from this that the Foreign language textbook attaches importance to cultural content. It is found that most of the students and teachers are interested in culture, but they are not satisfied with the arrangement of cultural content in the English textbooks of senior high school. In the interviews with teachers, it is found that most teachers believe that culture plays an important role in language learning, and that culture teaching is necessary to be carried out in the classroom. However, for some reasons, these hopes are difficult to realize in teaching. At the same time, in the interview, the teachers put forward their suggestions on the choice of textbook cultural content. According to this situation, the author puts forward some suggestions from five aspects: students, teachers, schools, textbook writers, and the current examination system of the country.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 邱俊杰;;2003—2013年高中英語(yǔ)教材文化內(nèi)容研究文獻(xiàn)綜述[J];江西教育學(xué)院學(xué)報(bào);2013年04期

2 張占一;試議交際文化和知識(shí)文化[J];語(yǔ)言教學(xué)與研究;1990年03期

相關(guān)碩士學(xué)位論文 前1條

1 唐莉;《牛津高中英語(yǔ)》的文化內(nèi)容分析[D];揚(yáng)州大學(xué);2014年

，

本文編號(hào)：1955479