本文選題：教材 + 本土文化�。� 參考：《杭州師范大學》2017年碩士論文

【摘要】：教材是學生獲得系統(tǒng)知識的重要工具,也是教師進行教學的主要依據(jù)。學生學習外國文化的主要來源就是英語教材。眾所周知,在中國,《新目標》這套教材在很多初級中學里作為英語教科書使用,里面介紹了外國文化,也介紹了中國文化。這套教材具體介紹了什么樣的中國文化?英語教師在教學過程中又是如何處理這一部分內(nèi)容?為了找到這些問題的答案,筆者分析了每種文化在每冊教科書中的數(shù)量和所占的比例,然后具體分析本土文化的特點,并結(jié)合對英語教師的訪談,了解在教學過程中英語教師如何處理本土文化這塊內(nèi)容。研究發(fā)現(xiàn),相對于前一套教材,教材中本土文化的比重有所提高,但是很多屬于隱性內(nèi)容,需要教師去挖掘。教材中關(guān)于本土文化的內(nèi)容不全面,像政治、文學等主題都未涉及。從對教師的訪談中,筆者發(fā)現(xiàn)絕大多數(shù)教師在教學過程中缺乏文化意識,對于教材中涉及的文化內(nèi)容不重視。通過對教材本土文化內(nèi)容的分析以及對英語教師的訪談,筆者就文化失語現(xiàn)象的原因做出以下分析:1.教材中的本土文化內(nèi)容比重不夠。2.在英語教學過程中,英語教師對本土文化這塊內(nèi)容處理不到位,例如沒有給學生提供足夠的交際場景,讓學生去運用這部分內(nèi)容。3.英語教師本身缺乏文化意識,導(dǎo)致在教學過程中忽視了文化這一方面,從而導(dǎo)致學生沒有得到足夠的文化輸入,沒有文化意識。根據(jù)研究發(fā)現(xiàn),論文最后對英語教學提出了幾點建議。
[Abstract]:Teaching material is an important tool for students to acquire systematic knowledge, and it is also the main basis for teachers to teach. The main source of learning foreign culture for students is English textbooks. As we all know, in China, this set of textbooks is used as an English textbook in many junior middle schools. It introduces foreign culture as well as Chinese culture. What kind of Chinese culture is introduced in this textbook? How do English teachers deal with this part in the process of teaching? In order to find out the answers to these questions, the author analyzes the number and proportion of each culture in each textbook, and then analyzes the characteristics of local culture and interviews with English teachers. Learn how English teachers deal with local culture in the process of teaching. The study found that the proportion of native culture in the teaching material has increased compared with the previous set of teaching materials, but many of them belong to recessive content and need to be excavated by teachers. The teaching material about native culture is not comprehensive, such as politics, literature and other topics are not involved. From the interview with the teachers, the author finds that most teachers lack cultural consciousness in the teaching process and do not attach importance to the cultural contents involved in the teaching materials. Through the analysis of the local cultural content of the textbook and the interview with the English teachers, the author makes the following analysis on the causes of the cultural aphasia: 1. The content of native culture in the teaching material is not enough. 2. 2. In the process of English teaching, English teachers do not deal well with the content of native culture, for example, they do not provide enough communication scenes for students to use this part. The lack of cultural awareness of English teachers leads to the neglect of cultural aspects in the teaching process, which results in students not getting enough cultural input and cultural awareness. According to the findings of the study, the paper finally puts forward some suggestions for English teaching.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：2028910