本文選題：文化內容 + 比較分析��； 參考：《華中師范大學》2017年碩士論文

【摘要】：不斷深化的全球化帶來的文化差異對人們跨文化交際能力提出了新的要求,外語教學也越來越重視學生跨文化交際能力的培養(yǎng)。2011年國家教育部頒布的《義務教育英語課程標準》將文化意識納入外語教學的五大基本目標之一,而教材中是否包含充足系統(tǒng)合理安排的文化是實現(xiàn)目標的關鍵。因此,本文對目前使用較廣的兩套初中英語教材(人教版和仁愛版)的文化內容從來源、分布和呈現(xiàn)這三個方面進行比較分析,試圖回答以下問題:1)兩套教材中包含了哪些文化來源?2)兩套教材中文化內容是如何分布的?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,為教材編者提出建議,為教師的文化教學提供借鑒。本文根據(jù)新課標中對文化意識提出的五級目標,Cortazzi和Jin提出的文化分類,結合學者對大文化和小文化的分類,將教材中應當包含的文化內容分為四大類:生活方式和行為規(guī)范、風土人情和習俗、國家歷史地理、文學藝術和價值觀。同時將每一類文化細分為目標文化、本土文化和國際文化。研究結果發(fā)現(xiàn),首先,文化內容來源方面,人教版和仁愛版教材都十分注重目標文化的輸入,同時也兼顧了母語文化及世界文化。仁愛版相對而言更加注重文化來源多元化和文化對比。人教版對國家歷史地理涉及較少,仁愛版對行為規(guī)范和國家歷史涉及較少。其次,文化內容分布方面,兩套教材文化分布上人教版數(shù)量隨年級遞增而仁愛版無明顯差別,兩套教材文化類別分布隨年級從簡單到復雜轉變且復現(xiàn)率較高,呈螺旋狀分布,但兩套教材文化內容的分布都較為不系統(tǒng)和不平衡。最后,文化內容呈現(xiàn)方面,兩套教材文化呈現(xiàn)都更加注重知識文化而非交際文化,呈現(xiàn)方式以知識導向的對話、文章為主,仁愛版注重圖片呈現(xiàn)和情節(jié)推動。兩套教材的真實語料呈現(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源多元化,增加母語文化,世界文化和歷史地理知識,注重文化分布系統(tǒng)性,同時注重交際導向的呈現(xiàn)和真實語料的輔助。教師應充分理解教材文化,在教學中有的放矢地進行增減,同時利用課外資源的輔助促進文化教學。
[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.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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