摘要
系统探析中小学英语教材中的中华文化融入现状,是推进基础教育一体化建设,落实教材连贯性、渐进性思政育人的关键。鉴于此,本文借助文化层级和文化认知理论,对现行小学、初中和高中英语教材中的中华文化进行系统的文本分析,探究三学段教材中的中华文化内涵表征及其融入样态。研究表明,微观上,在文化认知理论指导下的中华文化育人主题在各学段的分布存在波动性和变异性,与文化认知培育间的弥合度不够高,且呈断层现象。宏观上,中华文化在各学段教材中存在文化维度的失衡性和文化类型分布的显著差异性。希冀新形态英语教材中中华文化的融入更加紧扣国家教育方针,着力增强中华文化主题、维度和类型间的衔接性和贯通性。
Systematically analyzing the integration of Chinese culture into primary-to-secondary school English textbooks is the key to promote integrative development of the basic education.Therefore,based on Cultural Analysis Theory and Cultural Cognition Theory,a content analysis is carried out to explore the integration characteristics of Chinese cultural connotations in current English textbooks for primary,junior and senior high schools.Microcosmically,guided by Cultural Cognition Theory,our findings reveal a dynamic and variable distribution of Chinese cultural themes across different educational stages,with notable gaps between cultural themes and their cognitive reception,leading to uneven representation and occasional disparities.Macroscopically,the analysis highlights imbalances in cultural dimensions and stark differences in the distribution of cultural types within the textbooks.To address these issues,the future integration of Chinese culture into English textbooks should be intimately aligned with national educational policies,emphasizing the reinforcement of coherence and penetration in the themes,dimensions,and types of Chinese culture,thereby fostering a more comprehensive and balanced cultural representation in language learning materials.
作者
杨银花
蒋婷
YANG Yin-hua;JIANG Ting(College of Foreign Languages and Literatures,Chongqing University,Chongqing 401331,China)
出处
《基础教育》
CSSCI
北大核心
2024年第3期61-71,共11页
Journal of Schooling Studies
基金
重庆市研究生科研创新项目(CYB240007)
北京外国语大学中国外语教材研究中心“双一流”建设重大标志性项目《多维视角下的大中小学外语教材研究》(2022SYLZD014)
上海外国语大学外语教材研究院重点项目《中华优秀文化融入中小学英语教材的指标评价体系构建与教材文化内涵探析》(2023CQ001)。
关键词
中小学英语教材
中华文化
一体化
文化内涵
文化呈现
English Textbooks for Primary-to-Senior Schools
Chinese culture
integration
Cultural Connotation
Cultural representation
