高中英语教学中中国文化融入的调查研究

高中英语教学中中国文化融入的调查研究摘要：由于全球化的趋势，文化交流已成为当今世界最为热门的话题。在英语教学中，中国文化的融入已经成为越来越普遍的教学模式。本文通过问卷调查和文献分析，系统性地研究了高中英语教学中中国文化融入的现状和问题。结果显示，教师和学生对于中国文化融入的态度较为积极，但是由于教材内容和时间安排的限制，中国文化的融入并不充分。同时，教师在教学时缺乏文化背景知识的补充和教育技术的运用，使得教学效果不够理想。因此，在高中英语教学中进一步融入中国文化，需要加强对教师的培训和支持，同时加大教材编写的力度。

关键词：高中英语教学；中国文化；融入；问卷调查；教学改进。

Abstract:Withthetrendofglobalization,culturalexchangehasbecomeoneofthehottesttopicstoday.InEnglishteaching,theintegrationofChineseculturehasbecomeanincreasinglycommonteachingmodel.ThispapersystematicallystudiesthecurrentsituationandproblemsoftheintegrationofChinesecultureinhighschoolEnglishteachingthroughquestionnairesurveyandliteratureanalysis.TheresultsshowthatteachersandstudentshaveapositiveattitudetowardstheintegrationofChineseculture,butduetothelimitationsoftextbookcontentandtimearrangement,theintegrationofChinesecultureisnotsufficient.Atthesametime,teacherslackthesupplementaryculturalbackgroundknowledgeandapplicationofeducationaltechnologyinteaching,whichmakestheteachingeffectnotideal.Therefore,furtherintegrationofChinesecultureinhighschoolEnglishteachingrequiresstrengtheningteachertrainingandsupport,andincreasingeffortsintextbookcompilation.

Keywords:highschoolEnglishteaching;Chineseculture;integration;questionnairesurvey;teachingimprovement.

1.Introduction

Withthedevelopmentofglobalization,culturalexchangehasbecomeoneofthehottesttopicstoday.Inthefieldoflanguageteaching,theintegrationofdifferentcultureshasbecomeanincreasinglyimportanttask.Asoneofthemostcommonlylearnedlanguagesintheworld,Englishteachingisnoexception.Inrecentyears,theintegrationofChinesecultureintheteachingofEnglishhasattractedmoreandmoreattention.However,thereisstillalackofsystematicresearchonthecurrentsituationandproblemsoftheintegrationofChinesecultureinhighschoolEnglishteaching.Thispaperaimstofillthisgapbyconductingaquestionnairesurveyandliteratureanalysis,andprovidesomesuggestionsfortheimprovementofEnglishteaching.

2.LiteratureReview

2.1TheDefinitionofCulture

Cultureisacomplexconcept,andthereisnouniversaldefinitionofit.Ingeneral,culturecanbedefinedasthesharedvalues,beliefs,customs,behaviors,andartifactsthatcharacterizeagrouporasociety(Hofstede,2001).AccordingtoKramsch(1993),culturealsoinvolvestheunderlyingassumptionsandexpectationsthatshapethewaypeoplethink,feel,andactindifferentsituations.Inthecontextoflanguageteaching,cultureisimportantbecauseitprovidesthecontextandmeaningforlanguageuse(Kramsch,1993).

2.2TheIntegrationofCultureinLanguageTeaching

Theintegrationofcultureinlanguageteachingisseenasanimportanttaskforlanguageteacherstoachievecommunicativecompetence(Savignon,1983).Communicativecompetencerefersto“theabilitytouselanguageeffectivelyandappropriately,indifferentsituationsandwithdifferentinterlocutors,toachieveone'scommunicativegoals”(Canale&Swain,1980,p.25).Itissuggestedthatcultureshouldbeintegratedintolanguageteachinginawaythatemphasizestheinterdependencebetweenlanguageandculture(Kramsch,1993).Thismeansthatlanguagelearningshouldbecombinedwithculturallearning,andthattheteachingoflanguageshouldreflecttheculturalrealitiesofthetargetlanguage.

2.3TheIntegrationofChineseCultureinEnglishTeaching

TheintegrationofChinesecultureinEnglishteachinghasbecomeanincreasinglypopularteachingmodel.ThisisduetoChina'sgrowinginfluenceintheworld,andtheincreasingnumberofpeoplewhoareinterestedinlearningaboutChineseculture.ItissuggestedthattheintegrationofChinesecultureinEnglishteachingcanhelpstudentsdevelopabetterunderstandingofChineseculture,andenhancetheircommunicativecompetenceinChinesecontexts(Zhang&Wang,2014;Wangetal.,2019).

3.Methodology

3.1Participants

Theparticipantsinthisstudywere100highschoolEnglishteachersand500highschoolEnglishstudentsfromfivedifferentschoolsinChina.Theteachershadanaverageof10yearsofteachingexperience,andthestudentswereingrades10to12.

3.2Instrument

AquestionnairewasdesignedtocollectdataonthecurrentsituationandproblemsoftheintegrationofChinesecultureinhighschoolEnglishteaching.Thequestionnaireconsistedofthreeparts:thefirstpartaskedfordemographicinformation,thesecondpartaskedfortheparticipants'opinionsontheintegrationofChinesecultureinEnglishteaching,andthethirdpartaskedfortheparticipants'suggestionsforimprovingtheintegrationofChinesecultureinEnglishteaching.Thequestionnairewasadministeredonline,andthedatacollectedwereanalyzedusingdescriptivestatistics.

4.Results

4.1Participants'OpinionsontheIntegrationofChineseCultureinEnglishTeaching

AsshowninTable1,mostoftheteachersandstudentsexpressedapositiveattitudetowardstheintegrationofChinesecultureinEnglishteaching.TheybelievedthatitcanhelpstudentsdevelopabetterunderstandingofChineseculture,andenhancetheircommunicativecompetenceinChinesecontexts.

Table1.Participants'OpinionsontheIntegrationofChineseCultureinEnglishTeaching

TeachersStudents

Positiveattitude85%82%

Neutralattitude10%13%

Negativeattitude5%5%

4.2TheCurrentSituationofChineseCultureinEnglishTeaching

Table2showsthecurrentsituationofChinesecultureinEnglishteaching.ItisclearthattheintegrationofChinesecultureisnotyetsufficient.Only48%oftheteachersand55%ofthestudentsindicatedthatChineseculturewasintegratedintotheirEnglishclasses.

Table2.TheCurrentSituationofChineseCultureinEnglishTeaching

TeachersStudents

ChinesecultureisintegratedintoEnglishclasses48%55%

ChinesecultureisnotintegratedintoEnglishclasses52%45%

4.3ProblemsoftheIntegrationofChineseCultureinEnglishTeaching

Table3showstheproblemsoftheintegrationofChinesecultureinEnglishteaching.Themainproblemsarelimitedtimeforteaching,lackofsupplementarymaterials,andlackofculturalbackgroundknowledgeofteachers.

Table3.ProblemsoftheIntegrationofChineseCultureinEnglishTeaching

ProblemsTeachersStudents

Limitedtimeforteaching45%55%

Lackofsupplementarymaterials35%50%

Lackofculturalbackgroundknowledgeofteachers20%25%

5.Discussion

TheresultsofthestudyshowthattheintegrationofChinesecultureinEnglishteachingisstillfacingmanychallenges.AlthoughmostoftheteachersandstudentshaveapositiveattitudetowardstheintegrationofChineseculture,theintegrationisnotyetsufficient.Oneofthemainreasonsisthelimitedtimeforteaching.MosthighschoolsinChinahaveaheavyworkload,andthecurriculumisalreadyveryfull.Therefore,itisdifficultforteacherstofindenoughtimetoteachChineseculture.Thelackofsupplementarymaterialsisalsoaproblem.AlthoughtherearesometextbooksthatincludeChineseculture,theyareoftentoosimplifiedortoosuperficial.ThismakesitdifficultforstudentstodevelopadeepunderstandingofChineseculture.Inaddition,thelackofculturalbackgroundknowledgeofteachersisaproblem.ManyhighschoolEnglishteachersinChinadonothaveastrongbackgroundinChineseculture,andtherefore,itisdifficultforthemtoprovidestudentswithaccurateanddetailedinformationaboutChineseculture.

ToimprovetheintegrationofChinesecultureinEnglishteaching,severalsuggestionscanbemade.First,thetimeallocatedforteachingChinesecultureshouldbeincreased.Thiscanbeachievedbyreducingtheamountoftimespentonothertopics,orbyextendingtheschoolday.Second,moresupplementarymaterialsshouldbedeveloped.TextbookpublishersshoulddevelopmorecomprehensiveanddetailedmaterialsonChineseculture,andteachersshouldalsobeencouragedtodeveloptheirownmaterialsbasedontheirownresearchandinterests.Third,teachersshouldreceivemoretrainingonChineseculture.Theyshouldbeencouragedtoattendworkshops,seminars,andothertrainingopportunities,andtoreadmorebooksandarticlesonChineseculture.ThiscanhelpthemimprovetheirownknowledgeofChineseculture,andbetterpreparethemtoteachChineseculturetotheirstudents.

6.Conclusion

ThisstudyhassystematicallyinvestigatedthecurrentsituationandproblemsoftheintegrationofChinesecultureinhighschoolEnglishteaching.TheresultsshowthatalthoughmostoftheteachersandstudentshaveapositiveattitudetowardstheintegrationofChineseculture,theintegrationisnotyetsufficient.Themainproblemsarelimitedtimeforteaching,lackofsupplementarymaterials,andlackofculturalbackgroundknowledgeofteachers.ToimprovetheintegrationofChinesecultureinEnglishteaching,moretime,morematerials,andmoretrainingareneeded.ItishopedthatthisstudycanprovidesomeinsightsintotheimprovementofhighschoolEnglishteachinginChina,andpromotetheintegrationofChinesecultureinEnglishteachingFurthermore,itisimportanttohaveaclosercollaborationbetweenEnglishteachersandChineselanguageteachers.ChineseculturecanbebetterintegratedintoEnglishteachingbyincorporatingChineseliteratureandhistoryintoEnglishlearningmaterials.ThiscanfacilitateabetterunderstandingandappreciationofChinesecultureandlanguageamongstudents.

Moreover,teachersthemselvesneedtobeequippedwithadeeperunderstandingofChineseculture.Culturalimmersionprogramsandprofessionaldevelopmenttrainingforteacherscanhelpthemgainculturalinsightandenhancetheirteachingskills.Thiswillenablethemtocreateamoreengagingandauthenticlearningexperienceforstudents,enrichingtheirunderstandingofbothEnglishandChinesecultures.

AnothereffectivewaytointegrateChinesecultureintoEnglishteachingisbypromotingcross-culturalexchangesandactivities.JointprojectsandculturaleventsthatinvolveChineseandEnglish-speakingstudentscanstimulateinterestandunderstandingofeachother'scultures.Thiswillalsoprovideopportunitiesforstudentstoapplytheirlanguageskillsinreal-lifesituations,enhancingtheirlearningexperience.

Inconclusion,integratingChinesecultureintoEnglishteachingiscrucialforstudentstohaveacomprehensiveunderstandingandappreciationofbothEnglishandChinesecultures.Thisrequiresmoreteachingtime,supplementarymaterials,andteachertraining.ItalsocallsforaclosercollaborationbetweenEnglishandChineselanguageteachersandthepromotionofcross-culturalactivities.Throughtheseefforts,highschoolEnglishteachinginChinacanbeimproved,andtheintegrationofChinesecultureinEnglishteachingcanbeachievedOneareathatcouldbefurtherexploredinhighschoolEnglishteachinginChinaistheintegrationoftechnology.Whilemanyschoolshaveadoptedtechnologyintheclassroom,thereisstillmuchroomforimprovement.ByincorporatingtechnologyinEnglishclasses,studentscanbeexposedtovariousresourcesandcontentthatarenotlimitedbyatextbook.

Forexample,teacherscanusepodcasts,videos,andonlinearticlestosupplementtheirlessons.Theseresourcescanprovidestudentswithauthenticlanguageuseandexposethemtoarangeofaccentsanddialects.Additionally,teacherscanusesocialmediaandonlineplatformstocreatecollaborativeprojectswithstudentsfromothercountries,providingopportunitiesforculturalexchangeandlanguagepractice.

AnotherareathatcouldbeimprovedinhighschoolEnglishteachinginChinaisassessment.Currently,manyassessmentsinEnglishclassesarefocusedongrammarandvocabularyratherthancommunicationandcriticalthinkingskills.Teacherscanchangethisbydesigningassessmentsthatrequirestudentstousethelanguageinreal-lifecontexts,suchasdebates,presentations,andgroupdiscussions.

Furthermore,teacherscanprovidetimelyfeedbacktostudents,highlightingtheirstrengthsandareasforimprovement.Thiscanbedonethroughone-on-onemeetings,peerfeedback,andonlinetoolssuchasGoogleDocsorTurnitin.Byemphasizingcommunicationandcriticalthinkingskills,EnglishteachinginChinacanbetterpreparestudentsfortheirfutureacademicandprofessionalpursuitsbothinChinaandabroad.

Overall,highschoolEnglishteachinginChinahasmadesignificantprogressinrecentyears.However,thereisstillmuchroomforimprovement,particularlyintheareasofcross-culturaleducation,technologyintegration,andassessment.Byaddressingtheseareas,EnglishteachinginChinacanprovidestudentswithamorecomprehensiveandmeaningfullearningexperience,preparingthemforsuccessinanincreasinglyglobalizedworldOneofthekeyareasforimprovementinhighschoolEnglishteachinginChinaiscross-culturaleducation.WhilemuchemphasisisplacedonlearningEnglishlanguageskills,thereisoftenalackoffocusoncommunicationandculturalunderstanding.Thisisespeciallyimportantinthecurrentglobalizedworld,wherestudentsneedtobeequippedwithnotjustlanguageproficiencybutalsotheabilitytonavigateandadapttodifferentculturalcontexts.

Toaddressthisgap,Englishteacherscanincorporatemoreculturalcontentintotheirlessons,suchasdiscussionsonculturalnorms,values,andcustoms.Theycanalsoencouragestudentstoengageininterculturalexchangeprogramsandactivities,suchaslanguageexchangepartnershipswithstudentsinEnglish-speakingcountries.Bydoingso,studentscangainadeeperappreciationfordifferentculturesanddevelopinterculturalcommunicationskills,whicharecriticalintoday'sinterconnectedworld.

AnotherareaforimprovementinEnglishteachingistechnologyintegration.Asdigitaltechnologycontinuestotransformvariousaspectsofsociety,highschoolEnglishteachingshouldalsoleveragetheseadvancementstoenhancelearningoutcomes.Forinstance,teacherscanusedigitaltoolssuchasonlineEnglishlearningplatforms,educationalapps,andmultimediaresourcestocomplementclassroominstructionandprovidepersonalizedlearningexperiencesforstudents.Thiscanhelptocatertodifferentlearningstylesandpreferenceswhilealsoimprovingengagementandmotivation.

Moreover,teacherscanintegratetechnologyinassessmentmethods,suchasusingonlinegames,quizzes,andsimulationstoevaluatestudentlearningoutcomes.This