《普通高中英語課程標準(2017版)》中強調,要增強學生的中國情懷和文化自信,要讓學生具備傳播中華優(yōu)秀文化的能力,具有跨文化交際能力。然而,課本在整個教學的過程中具有導向性的作用。因此,文獻中對課本中文化的研究也在不斷增加,針對新課程標準,學者們分析了舊版課本存在的不足并對編者們提出了相應的建議。2019年各出版社出版了新版課本,因此,本研究運用文本分析法和數(shù)據(jù)分析法對2019年版人教版和外研版高中英語必修課本中所包含的文化目標和文化內容的選擇進行分析,對比兩版課本在文化目標和文化內容選擇上的異同,從而對課本的選擇和使用提出建議。本研究主要回答如下三個問題:(1)兩版英語必修課本中文化意識目標有何相同點和不同點?(2)兩版英語必修課本中文化內容的選擇在文化結構維度下有什么相同點和不同點?(3)兩版英語必修課本中文化內容的選擇在地域結構維度下有什么相同點和不同點?通過兩版教材的比較發(fā)現(xiàn):第一,就文化目標而言,兩版英語課本都強調學生跨文化交際能力的培養(yǎng)。但人教版課本更看重中國文化的傳承與發(fā)揚,外研版課本更傾向于多種文化的對比。第二,基于文化結構維度下文化內容的對比分析得出,兩版課本中所呈現(xiàn)...

【文章頁數(shù)】：96 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definition of Notions
        2.1.1 Culture
        2.1.2 Cultural Content
        2.1.3 High School English Textbooks
    2.2 Theoretical Basis
        2.2.1 Intercultural Communication Theory
        2.2.2 Textbook Evaluation Theory
    2.3 Research on Culture-based English Textbooks
        2.3.1 Requirements for the Cultivation of Cultural Awareness in the New Curriculum Standards
        2.3.2 Research on the Cultural Content of English Textbooks
    2.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Standards
        3.3.1 Classification Criteria for Cultural Content Based on Cultural Structure
        3.3.2 Cultural Content Based on Regional Structure
    3.4 Data Collection and Analysis
        3.4.1 Text Analysis
        3.4.2 Data Analysis
Chapter Four Analysis of Cultural Factors in Two Editions of High School English Textbooks
    4.1 Comparative Analysis of Cultural Awareness Goals in Two Editions of Textbooks
    4.2 Comparative Analysis of Cultural Contents Based on the Dimensions of Cultural Structure
    4.3 Comparative Analysis of Cultural Contents Based on the Dimensions of Regional Structure
        4.3.1 Classification of Topics Related to Cultural Content
        4.3.2 Countries Covered by Cultural Content in the English Compulsory Textbooks
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Suggestions on the Use of Textbooks
        5.2.1 Selection of Two Editions of Textbooks
        5.2.2 Reprocessing of Textbooks
    5.3 Limitations of the Research
References
Appendix
About the Author



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