A Study on the Presentation of Chinese Excellent Traditional Culture in High School English Teaching Materials Based on Core Literacy — Taking the Compulsory High School English Teaching Materials of the Beijing Normal University Edition (2019) as an Example
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i1.2128
Abstract
This study takes the 2019 compulsory high school English textbook of Beijing Normal University as the research object to analyze in depth how to present excellent traditional Chinese culture in the textbook, and combines the concept of core literacy education to explore the internal connection between traditional cultural content and core literacy cultivation. The study results show that this set of textbooks has achieved a good balance between cultural inheritance and language learning, cultivating students’ cross-cultural communication skills and deepening their understanding and identification with Chinese culture.
Keywords
core literacy, excellent traditional Chinese culture, high school English, compulsory textbook content
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1]Ministry of Education. (2014). Notice of the Ministry of Education on Issuing the “Guidelines for Improving the Education of Excellent Traditional Chinese Culture: [EB/OL] http://www.moe.gov.cn/srcsite/A13/s7061/201403/t20140328_166543. html March 28, 2014/July 20, 2022.
[2]Ministry of Education. (2021). The Ministry of Education issued the “Guidelines for Curriculum Textbooks of Revolutionary Traditions in Primary and Secondary Schools” and the “Excellent Biography of China” Notice on the Guidelines for Integrating Culture into Primary and Secondary School Curriculum Textbooks [EB/OL] http://www.moe.gov. cn/srcsite/A26/s8001/202102/t20210203_512359. html January 19, 2021/July 20, 2022.
[3]Zhang Hong and Li Xiaonan. (2022). Development of a Framework for Cultural Presentation Analysis in English Textbooks in 2022. Chinese Foreign Languages, (2): 78-84.
[4]Wang Qiang, Wang Qi. (2019). The revision basis, main changes, and characteristics of the 2019 and 2019 versions of the textbook for ordinary high school English (Beijing Normal University Edition). Basic education curriculum, (15): 59-65.
[5]Guo Baoxian. (2020). The Cultural Mission and Implementation Path of English Textbooks in the New Era Curriculum, Textbooks, and Teaching Methods, (9): 102-107.
[6]Kang Li, Xu Jinfen. (2018). Cultural Consciousness and Its Implementation in College English Textbooks in 2018. Journal of Foreign Languages (4): 70-75.
[7]Zhang Hong, Yu Rui. (2020). Research on the Presentation of Chinese Culture in College English Textbooks. Frontiers of Foreign Language Education Research, (3): 42-48, 91.
[8]Tian Huisheng, Zhang Guangbin, Jiang Yaling. (2022). Theoretical Graph and Practical Path of Integrating Excellent Traditional Chinese Culture into the Curriculum and Textbook System. Educational Research, (4): 52-602.
[9]Shi Ping. (1990). On the Structure and Content of Middle School English Textbooks - An Analysis of the Shortcomings of Current Middle School English Textbooks. In the field of foreign languages, (4): 35-37, 31.
[10]Liu Daoyi, Zheng Wangquan, Zhang Xianchen. (2019). Based on the national conditions, carrying forward the past and opening up the future, writing English textbooks with Chinese characteristics - On the writing ideas and content innovation of the new high school. English textbook published by People’s Education Press English learning, (5): 10-15.
[11]Zhang Delu, Zhang Shujie. (2010). Exploration of Principles for Writing Multimodal Foreign Language Textbooks. In the field of foreign languages, (5): 26-33.
[2]Ministry of Education. (2021). The Ministry of Education issued the “Guidelines for Curriculum Textbooks of Revolutionary Traditions in Primary and Secondary Schools” and the “Excellent Biography of China” Notice on the Guidelines for Integrating Culture into Primary and Secondary School Curriculum Textbooks [EB/OL] http://www.moe.gov. cn/srcsite/A26/s8001/202102/t20210203_512359. html January 19, 2021/July 20, 2022.
[3]Zhang Hong and Li Xiaonan. (2022). Development of a Framework for Cultural Presentation Analysis in English Textbooks in 2022. Chinese Foreign Languages, (2): 78-84.
[4]Wang Qiang, Wang Qi. (2019). The revision basis, main changes, and characteristics of the 2019 and 2019 versions of the textbook for ordinary high school English (Beijing Normal University Edition). Basic education curriculum, (15): 59-65.
[5]Guo Baoxian. (2020). The Cultural Mission and Implementation Path of English Textbooks in the New Era Curriculum, Textbooks, and Teaching Methods, (9): 102-107.
[6]Kang Li, Xu Jinfen. (2018). Cultural Consciousness and Its Implementation in College English Textbooks in 2018. Journal of Foreign Languages (4): 70-75.
[7]Zhang Hong, Yu Rui. (2020). Research on the Presentation of Chinese Culture in College English Textbooks. Frontiers of Foreign Language Education Research, (3): 42-48, 91.
[8]Tian Huisheng, Zhang Guangbin, Jiang Yaling. (2022). Theoretical Graph and Practical Path of Integrating Excellent Traditional Chinese Culture into the Curriculum and Textbook System. Educational Research, (4): 52-602.
[9]Shi Ping. (1990). On the Structure and Content of Middle School English Textbooks - An Analysis of the Shortcomings of Current Middle School English Textbooks. In the field of foreign languages, (4): 35-37, 31.
[10]Liu Daoyi, Zheng Wangquan, Zhang Xianchen. (2019). Based on the national conditions, carrying forward the past and opening up the future, writing English textbooks with Chinese characteristics - On the writing ideas and content innovation of the new high school. English textbook published by People’s Education Press English learning, (5): 10-15.
[11]Zhang Delu, Zhang Shujie. (2010). Exploration of Principles for Writing Multimodal Foreign Language Textbooks. In the field of foreign languages, (5): 26-33.
Copyright © 2024 Sihan Liu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License