Analysis of high school English subject cultural c 英语教学论文

BriefAnalysisofEnglishSubjectCulturalCharacter

AccomplishmentAbstract:CulturalcharacterisoneofthefourcorequalitiesmentionedinCurriculumStandards

ofEnglish,withtheindispensablerole.TakingalessonfromOxfordTranslationofHighSchoolEnglishasanexample,thispaperstatestheculturalqualities,discussestheculturalvaluesofthe

discoursefromthreeaspectsofconnotation,necessityandpractice,andsummarizeshowtocultivatestudents'culturalqualitiesandaccomplishments.

Keywords:culturalcharacter,discourse,nativeculture,theeducationalvalueIntroduction:Differentfromthepreviouscurriculumstandards,theGeneralEnglishCurriculum

StandardsforSeniorHighSchools(2017Edition)elevatesculturalawarenesstotheheightofculturalcharacter.Thenwhydowehavetheconceptofculturalcharacterandhowcanwegetthe

kindofaccomplishment?I.Theconnotationofculturalcharacter

Aftercomparingthecontentsaboutculturalconsciousness,emotionalexperienceinthepreviousstandardofEnglishcourseswithcultivatinggoalsintheexistingone,Educationexperts

believethatculturalcharacterreferstotheunderstandingofChineseandforeignculturesandtheexcellentculturalidentity,thestudents’culturalawareness,culturalaccomplishmentandbehavior

orientationintheglobalbackground.Thatistocultivatetalentswithglobalvision,nationalfeelings,culturalaccomplishmentandsocialresponsibilities.(MinistryofEducation,2018).Itspurposecan

beunderstoodfromthreeaspects.First,thenewcurriculumstandardsemphasizesthedeepinfluenceofcultureonpeople.Inotherwords,Englishcoursesshouldnotonlyletstudentsknowand

understandculture,butpayattentiontothecultivationofstudents'internalconductandexternalstyle,whichhighlightstheeducationalvalueofculture.Moreover,theforeignlanguagecurriculum

shouldalsobesetunderthegoalsofestablishingmoralityandcultivatingpeople,soastoestablishaglobalconsciousnessintheprocessofforeignlanguagelearningandhighlighttheconfidenceof

nationalculturebasedonChina.Thirdly,thenewcurriculumstandardspointsoutthatintheteachingprocess,weshouldincreasestudents'culturalexperience,correctstudents'attitudetowardsculture,

formcorrectvaluesandsetupcorrectoutlookoflife.II.Theproposalofculturalcharacteraccomplishment

1.Educationinthe21stcenturyshouldbeopentothewholeworldandmankind.Underthe

conceptofacommunitywithasharedfutureformankind,itisnecessarytocultivatethecivicliteracyrequiredinthecontextofglobalization,theunderstandingofdifferentregions,

environments,ethnicandculturaldifferences,andtheawarenessandabilityofcross-culturalcommunication.

2.Moralityisthepriorityofeducation,andforeignlanguageeducationmustbelongtothe

categoryofmoralcultivation.Intheculturaledification,establishandcultivatethedifferentaccomplishmentstomeettheneedsofsocialcharacterinthefuture,includingemotionalattitudes,

ideals,beliefs,personalcultivationandbehaviorstyles.3.Educationhasaclassnature,andanyeducationservesacertaingoal.Soculturalknowledge

learninghasitsfunctionandpurpose,weshouldtransfertheknowledgetothecultivationofbodyandmind,emphasizingthehistoryandrealityofvariousculturalphenomena.Forinstance,learnto

makeavaluablejudgment,setupChinesenationalcultureself-confidenceinmulti-culturalcompatibility,feeltheprideoftheChineseculture,andsafeguardthebalanceddevelopmentof

humancivilization.III.Thepracticeofcultivatingcorequalitiesofculturalcharacters

Englishcoreliteracydividesculturalcharacterelementsintothreelevels——Thechangeandaccumulationofculturalknowledge;Culturalknowledgeperceptionandcomparison,theincreaseof

absorptionandapplicationlevels;Abilitydevelopmentreflectingthegraduallawofcharacterforging.Thesethreelevelspresentanincreasingstate——fromshallowtodeep,fromquantityto

quality.Takingthetext“Canada--LandofMapleTree”asanexample,thispapershowshowtofind

theculturalvaluesofreadingdiscoursesandguidesstudents'culturalcharactersandaccomplishments.

1.Textanalysis

ThispassageisfromUnit1Reading.Thisunitintroducesforeigncultures.Thethemeiscountryandculture.ItintroducesCanadiangeography,scenery,history,cities,symbolsandother

uniqueculturalfeaturesandtakesthemeansasthemainlinetocultivateanddevelopstudents'CoreEnglishliteracy.

2.Designprinciples

(1)ComprehensiveprinciplesInthetextinterpretation,emphasisisplacedonknowledge,skills,thinkingandemotionaswell

asthecultivationofculturalcharacters.Culturalcharacterscannotbeindependentofotherqualities.Intheteachingprocess,theinfluenceofcultureshouldbegraduallypermeated,soastopay

attentiontothedevelopmentofstudents'culturalcharacters.(2)Progressiveprinciple

Inthetextinterpretation,weshouldstartfromrelaxingandpleasantactivitiesandgraduallygrasptheconnotationofthetext,makingtheteachingactivitiesadvancestepbystep,understandthe

culturalconnotationfromsimplytodeeply,andsetupthecorrespondingculturalcharacters.(3)Consistencyprinciple

Thedesignofteachingactivitiesiscloselyrelatedtotheactuallifeofstudents,andtheinputisconsistentwiththefinaloutput,stimulatingstudents'culturalemotions.Basedontheirowncountry,

studentsareencouragedtotakeprideintheirownculture.(4)Personalizedprinciple

Designprocesslearningactivitiestogivestudentsenoughtimetoreadandthink.Adoptindependent,cooperativeandexploratorylearningmethods,payattentiontostudents'actualculturaldifferences

andlanguagelevels,andcreatepersonalizedexperienceactivities.3.Students'analysis

Highschoolstudentsaged16or17havepossessedsomeunderstandingofknowledgeandculture,abletofeelthedifferencesbetweenChineseandforeigncultures.However,theyarestillin

immaturethought,andtheiroutlooksonlifeandworldareintheprocessofgraduallyforming.Theyhavetheabilitiesofabstractgeneralizationandintrospection,sothattheycancomprehensivelyand

criticallyanalyzevariousmaterials.4.Teachingobjectives

(1)LearnaboutCanada'suniquecultureandclassifydifferentculturalinformation.

2)ComparetheculturalcharacteristicsofChinaandCanadaandperceivethecultural(differences.

(3)Describevariousculturalphenomena,buildconfidenceinChineseculture,andcultivatepatriotism.

5.Classimplementation

1)Lead-inWatchandlistentothevideoclip"ABiteofChina2".Letdifferentstudentsanswerthevideo

freely.Whatdoyousee?

(Doyoulikethefood?

Describehowtomakethefood.Doyouthinkthefoodisakindofculture?

DoyoulikeChinesefoodculture?Accordingto?Introducethethemeofthislesson“culture”withthefamiliarandfavoriteculturalcontentsof

students.Itcanactivatetheatmosphere,stimulatetheinterestinthetheme,andgraduallydeepentheunderstandingofChinesefoodculturebyhelpingstudentssee,hearandthink.Atthesametime,it

pavesthewayfortheintroductionofChinesecultureattheendofthislesson,andestablishestheconfidenceoftheirownculture.

(2)DiscourseinterpretationTheinterpretationofculturalconsciousnessoftextcanbedividedintothreesteps,fromthe

shallowto

the

deep

⸺

based

onthe

text,

deepenthe

textand

beyondthe

text.a)Onthediscourse

Sortingandspeculating⸺firstshowtheconceptandcontentofculturetoletstudentshaveaconcreteandtangibleunderstandingofculture.Thenaskthestudentstoguessthecontentsofthe

passageaccordingtothetitleofthetext.WhataspectsofCanadamightbementionedinthepassage?

Inthepre-reading,ask“WhypeoplecallCanadathelandofMaple?”toletthestudentsknowaboutthe

special

culture

⸺

a

symbol

of

a

country

and

people.

So

that

studentsneed

to

understand

andorganizetheculturalinformationcontentsofthearticle.Inthetext-skimming,dividethetextaccordingtothecontentofparagraphsandpresentthe

centralcultureofeachpartinordertohelpstudentsquicklyunderstandandmasterthispartofthecontent.Inordertohelpstudentsquicklyunderstandandgraspthecontentsandstimulatestudents'

expressionandthinking,differentpracticesaredesignedforeachpartofthecontents.Intheintroductionofgeographicallocation,designagroupofblank-fillingstoletthestudents

reviewthetextinEnglishaccordingtotheknowledgepointslearnedandthemap.Thepurposeistohelpstudentsunderstandtheusagesofsentencesandwordsinthepassage.

Intheintroductionofthelandscape,byansweringthetwoquestions“Whatcanpeoplesee?Whatcan

people

do?”,

studentscan

understandhow

to

describe

thelandscapeof

an

area

⸺

it

shouldbecombinedwithpeople'sactivities.Atthesametime,usePPTtohelpstudentspayattentiontotheadjectivefunctionstodescribethingsandlearntouseadjectives.

Next,achartdescribingthecharacteristicsoffourcitieswasdesigned,andstudentsweredividedintofourgroupsaccordingtothecities,responsiblefortherelevantcontentsofthefourcities

respectively.Helpstudentslearntohighlightthecharacteristicsofthecityintheexpressingcityculture.

Inthedescriptionsofsceneryandhistory,studentswereaskedtoretellthecontentstohelpdescribetheculturalcharacteristicsofthesetwoparts.Forexample,inNiagaraFalls,studentswere

askedtoexpresstheknowncontentsinEnglishwhilelookingatthemap.InthecaseoftheGoldRush,somecuewordsweregiventohelpstudentsexpressthishistoricalphenomenon.

Inthe

lastpart

⸺

the

Mapleleaf,

students

can

make

anin-depth

analysis

of

the

text

bycomparingCanadawithChinesecultures.

b)UnderthediscourseTwoquestionswereraisedfirst.

WhatistheChinesenationaltree?Whyisn'tthemapletreethesymbolofChina?

Firstletthestudentsunderstandthetruththatthecultureofacountryreflectsthecharacteristicsandspiritualoutlookofthecountry.Eachcountryhasitsownuniqueculture.Thenaskthestudents

toscanthetextquicklyandanswerthequestions.Whatfeelingdoestheauthorexpresstothecountry?

(affection,hatredordisgust)Whichexpressionscanexplainthefeeling?

Thisactivityhelpsstudentstopayattentiontoemotionbetweenthelines,payattentiontotheemotionalexperienceandtheinfluenceofcultureonemotion.

c)BeyondthediscourseSummarizeCanadian

culture

then

the

Chineseculture

⸺

Today

wehaveknown

these

unique

culturalfeaturesofCanada,whileourancientChinaalsohasmanyuniquecultures.Thispart

mainly

carriesout

two

activities

⸺

Understand

thetruth

wheninRome,doas

the

Romansdo;IntroduceChineseuniqueculture.Intheactivitiesofanalysingandanswering,first,showtheslidesandletthestudentsreadthe

introductionoflotusontheInternetunderstandingthedifferentmeaningsoflotusinChinaandJapan.Thenaskthestudentstodiscussandanalyzethequestions.

HowcanwetreattheJapanesesayingaboutthelotus?Shouldwerejecttheopinion?

Whatattitudeshouldwehaveabouttheculturaldifferences?Atlast,thesayingof"DoinRomeasRomedoes"wasadoptedtoremindstudentsofthe

attitudetowardsdifferentcultures.Indialogueactivity,showslidestoletstudentsknowaboutdifferentlandscapes,customsand

architecturesinChina.ChooseaChinesecultureandintroduceittoforeignstudents.Studentsaskquestionsamongthemselves.Bydoingthis,studentscangettoknowthecultureandintroducesome

uniqueculturewiththeknowledgetheyhavelearned,whichistocarryoutculturalexchangeactivitiesandintroducetheirowncultureinEnglish.

3.Thehomework

IntroduceChineseculturetoforeignpeopleasaChineseambassador.Writea200-wordintroductionmodeledonthetextofthislesson.Thepurposeofthedesignistoextendthelearningof

culturalknowledgetoafter-classduration.IV.Theconstructionstrategiesofculturalcharacters

Throughoutthewholeclass,almosteverystepinvolvestherecognitionofstudents'culturalconsciousnessandcultivationofculturalcharacters.Ofcourse,noteveryteachingstepsofalltypes

ofcourseswillhavetheeducationofculturalcharactersandaccomplishment.However,inthecourseofclassteaching,weshouldlearntoexploretheculturalvalueofthediscourseandconstructive

strategies,payattentiontothecultivationofstudents'culturalcharacters,andhighlightthevalueofEnglishsubjectineducation.Theconstructionofculturalcharactersisformedinalong-term,

imperceptiblesituation,soteachersshouldbegoodatusingdiscoursestocreatesituationsandactivities.

1.Tocreatesituationalteachingwiththethemeofculturalcharacters

Accordingtothecoursecontentsandteachingobjectives,arealisticlearningsituationrelatedtothecurrentlearningthemeiscreatedtoawakenstudents'long-termlanguagecultureandlife

experience,mobilizestudentstoparticipateintheinteractivelanguagelearning,andachievetheknowledgeapplicationandthemeaningconstruction.Forexample,byroleplaying,themeEnglishis

usedinanemulationalenvironmenttofeeltheculturaldifferencesbetweenChinaandtheWestandraisecross-culturalcommunicationability.

Usemultimediatechnologytocarryoutsituationalteachingtostimulatestudents'varioussensesandtransferculturalinformation.Comparedwithtraditionalteachers'physicalteaching,effectively

usingofmultimediatechnology,multi-sensorystimulationcaninspirestudents'culturalinterestinthesubjectoftextbooks,encouragingstudentstothink,soastohelpstudentsconstructtheirown

culturalknowledgeandcodeofconduct..Toprovideaculturalenvironmentforcollaborativelearning

Dividestudentsintoseveralsmallgroups,anduseclassdiscussion,debate,exchangeandcooperationtoencouragestudentstoparticipateinsituationalteachingactivitiestocreateanactive

classatmosphere.Encourageallstudentstoactivelyandboldlyexpresstheirviewsandattitudes,sothatdifferentviewscollideandcomplementeachother,deepeningthediscussionandunderstanding

ofthethemeculture.Inthepartofbeyonddiscourse,collaborativeactivitiesandconversationscanbecarriedout,andexploratoryandopenquestionscanbeusedtostartdiscussions.Groupmembers

activelythinkandcooperatetocomparethesimilaritiesanddifferencesbetweenChinesecultureandCanadianculture,andgraduallyestablishacorrectattitudetowardsculturaldifferences.These

activitieshelpstudentstohaveadeepunderstandingofothercultures,andtakeprideintheirownexcellentculture,enhancingthesenseofpatriotism.

3.Tocreateinteractivecommunicationactivities

Constructivismbelievesthatinteractionisanimportantmeanstopromoteknowledgeexperience,andinteractionisanoverallcommunicationactivitythatestablishesatriangular

relationshipamongspeakers,listenersandcontext.(WangLina,2009).Modernclasslearningemphasizesstudent-centeredactivity,duringwhichstudentscommunicatewitheachother,infl