本文選題：文化內(nèi)容 + 比較分析�。� 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：不斷深化的全球化帶來(lái)的文化差異對(duì)人們跨文化交際能力提出了新的要求,外語(yǔ)教學(xué)也越來(lái)越重視學(xué)生跨文化交際能力的培養(yǎng)。2011年國(guó)家教育部頒布的《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》將文化意識(shí)納入外語(yǔ)教學(xué)的五大基本目標(biāo)之一,而教材中是否包含充足系統(tǒng)合理安排的文化是實(shí)現(xiàn)目標(biāo)的關(guān)鍵。因此,本文對(duì)目前使用較廣的兩套初中英語(yǔ)教材(人教版和仁愛(ài)版)的文化內(nèi)容從來(lái)源、分布和呈現(xiàn)這三個(gè)方面進(jìn)行比較分析,試圖回答以下問(wèn)題:1)兩套教材中包含了哪些文化來(lái)源?2)兩套教材中文化內(nèi)容是如何分布的?3)兩套教材中文化因素是如何呈現(xiàn)的?從而發(fā)現(xiàn)各自特點(diǎn),為教材編者提出建議,為教師的文化教學(xué)提供借鑒。本文根據(jù)新課標(biāo)中對(duì)文化意識(shí)提出的五級(jí)目標(biāo),Cortazzi和Jin提出的文化分類(lèi),結(jié)合學(xué)者對(duì)大文化和小文化的分類(lèi),將教材中應(yīng)當(dāng)包含的文化內(nèi)容分為四大類(lèi):生活方式和行為規(guī)范、風(fēng)土人情和習(xí)俗、國(guó)家歷史地理、文學(xué)藝術(shù)和價(jià)值觀。同時(shí)將每一類(lèi)文化細(xì)分為目標(biāo)文化、本土文化和國(guó)際文化。研究結(jié)果發(fā)現(xiàn),首先,文化內(nèi)容來(lái)源方面,人教版和仁愛(ài)版教材都十分注重目標(biāo)文化的輸入,同時(shí)也兼顧了母語(yǔ)文化及世界文化。仁愛(ài)版相對(duì)而言更加注重文化來(lái)源多元化和文化對(duì)比。人教版對(duì)國(guó)家歷史地理涉及較少,仁愛(ài)版對(duì)行為規(guī)范和國(guó)家歷史涉及較少。其次,文化內(nèi)容分布方面,兩套教材文化分布上人教版數(shù)量隨年級(jí)遞增而仁愛(ài)版無(wú)明顯差別,兩套教材文化類(lèi)別分布隨年級(jí)從簡(jiǎn)單到復(fù)雜轉(zhuǎn)變且復(fù)現(xiàn)率較高,呈螺旋狀分布,但兩套教材文化內(nèi)容的分布都較為不系統(tǒng)和不平衡。最后,文化內(nèi)容呈現(xiàn)方面,兩套教材文化呈現(xiàn)都更加注重知識(shí)文化而非交際文化,呈現(xiàn)方式以知識(shí)導(dǎo)向的對(duì)話、文章為主,仁愛(ài)版注重圖片呈現(xiàn)和情節(jié)推動(dòng)。兩套教材的真實(shí)語(yǔ)料呈現(xiàn)不足,人教版呈現(xiàn)方式較為豐富。人教版的文化注解更注重交際。根據(jù)以上發(fā)現(xiàn),研究建議教材編者注重文化來(lái)源多元化,增加母語(yǔ)文化,世界文化和歷史地理知識(shí),注重文化分布系統(tǒng)性,同時(shí)注重交際導(dǎo)向的呈現(xiàn)和真實(shí)語(yǔ)料的輔助。教師應(yīng)充分理解教材文化,在教學(xué)中有的放矢地進(jìn)行增減,同時(shí)利用課外資源的輔助促進(jìn)文化教學(xué)。
[Abstract]:The cultural differences brought about by the deepening globalization have put forward new demands on people's intercultural communicative competence. Foreign language teaching also pays more and more attention to the cultivation of students' intercultural communicative competence. In 2011, the National Ministry of Education issued the English Curriculum Standard for compulsory Education, which included cultural awareness in foreign language teaching as one of the five basic goals. The key to achieving the goal is whether the teaching material contains a culture of adequate systematic and reasonable arrangement. Therefore, this paper makes a comparative analysis of the cultural content of the two widely used junior high school English textbooks (people's Education Edition and benevolent Edition) from the source, distribution and presentation of these three aspects. Try to answer the following question: 1) what are the cultural sources in the two sets of textbooks? (3) how do the cultural factors appear in the two sets of textbooks? Thus, the author finds out their own characteristics, provides suggestions for textbook editors and provides reference for teachers' cultural teaching. According to the cultural classification proposed by Cortazzi and Jin in the new curriculum standard, combined with scholars' classification of big culture and small culture, the cultural content should be divided into four categories: lifestyle and behavior norms. Customs and customs, national history and geography, literature and art and values. At the same time, each culture is subdivided into target culture, native culture and international culture. The results show that, first of all, in terms of the source of cultural content, both educational and benevolent textbooks attach great importance to the input of the target culture, as well as the mother tongue culture and the world culture. Benevolence version pays more attention to cultural diversity and cultural contrast. Religious edition is less involved in national history and geography, benevolence version is less involved in codes of conduct and national history. Secondly, in terms of cultural content distribution, there is no obvious difference between the two sets of textbooks in terms of the number of educational editions and the benevolence version. The distribution of cultural categories of the two sets of textbooks changes from simplicity to complexity with a higher repetition rate, showing a spiral distribution. However, the distribution of the cultural contents of the two sets of textbooks is not systematic and unbalanced. Finally, in the aspect of cultural content presentation, the two sets of textbooks pay more attention to knowledge culture rather than communicative culture, the presentation way is knowledge-based dialogue, the article is the main, benevolence version pays attention to picture presentation and plot promotion. The real corpus of the two sets of textbooks is not enough, and the way of presentation is more abundant. The cultural annotation of the education version pays more attention to communication. Based on the above findings, it is suggested that the textbook editors should pay attention to the diversity of cultural sources, increase the knowledge of native culture, world culture and historical geography, pay attention to the systematic distribution of culture, and pay attention to the presentation of communicative orientation and the assistance of real corpus. Teachers should fully understand the culture of teaching materials, increase or decrease in teaching, and make use of the assistance of extracurricular resources to promote cultural teaching.
【學(xué)位授予單位】：華中師范大學(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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