跨文化交际视角下高中英语阅读教材的文化内容研究
发布时间：2021-07-22 18:52
《普通高中英语课程标准（2017年版）》（教育部,2018:4）中明确指出,学生的跨文化交际能力是重要的培养目标之一;同时,文化意识作为英语学科的核心素养之一也被再次强调。换言之,文化教学在英语教学中值得被长期重视。在此过程中,英语教材是英语教学的主要平台,在文化传递与文明传承的过程中发挥了重要作用。那么,其编写工作也必须做到将语言文化相融合,中西文化相交融。这样才能使得读者尊重和辨证地理解各国文化并汲取其精华,从而最终实现以跨文化交际为宗旨的高中英语教学。本文将以宏观文化（有关文化的表层知识）和微观文化（有关文化的态度与价值观等）为主线,分别考察其下位的目的语文化、本族语文化和跨文化内容,以形成较为立体的教材评价框架。本文拟回答的问题有:（1）在译林版牛津高中英语选修模块的Reading语篇中,宏观文化和微观文化的比例分别是多少?（2）在译林版牛津高中英语选修模块的Reading语篇中,宏观文化和微观文化占比差异的原因是什么?（3）高中学生应该如何科学运用译林版牛津高中英语选修模块的Reading语篇中的文化内容?（4）教材编写者应该如何科学优化译林版牛津高中英语选修模块的Readi...
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
List of Abbreviations
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Key Terms
2.1.1 Culture
2.1.2 Intercultural Communication Competence
2.1.3 Intercultural Instruction
2.1.4 Textbook Evaluation
2.2 Relevant Studies on Cultural Language Teaching
2.2.1 Relationships between Culture and Interculture
2.2.2 Relationships between Languages and Cultures
2.2.3 Relationships between Cultural Instruction and Language Instruction
2.2.4 Relationships between Cultural Instruction and Reading Instruction
2.2.5 Relationships between Cultural Instruction and Textbooks
2.2.6 Empirical Studies on Intercultural Instruction
2.3 Textbook Evaluation
2.3.1 Studies on Textbook Evaluation Abroad
2.3.2 Studies on Textbook Evaluation at Home
2.4 Summary
Chapter Three Theoretical Framework
3.1 Previous Theories before Risager’s Pedagogy
3.2 Main Ideas of Risager’s Pedagogy
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Objects and Instruments
4.3 Research Methods and Procedures
4.4 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Distributions of Macro Culture and Micro Culture
5.1.1 Distributions of Macro Culture
5.1.2 Distributions of Micro Culture
5.2 Reasons for Disparities in Distributions
5.2.1 Disparities in Distributions of Macro Culture
5.2.2 Disparities in Distributions of Micro Culture
5.3 Suggestions for Students
5.4 Suggestions for Textbook Editors
5.5 Summary and Comparison
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations and Recommendations
References
Appendix 中学生跨文化能力自评
Acknowledgements
【参考文献】：
期刊论文
[1]国际跨文化交际研究现状的文献计量分析（1998—2017）[J]. 马鑫,苏敏,李杰. 外语教学. 2020(01)
[2]思辨英语教学原则[J]. 孙有中. 外语教学与研究. 2019(06)
[3]An Exploration of Intercultural Communication and Chinese Cultural Transmission[J]. Zhang Bo. 学术界. 2019(10)
[4]跨文化交际能力在英语教学中如何定位[J]. 齐冬冬. 中国教育学刊. 2019(S1)
[5]高中英语教材的文化融入与文化教学方式研究[J]. 曲颖. 课程教育研究. 2019(19)
[6]发达国家教材评价标准的特点与启示[J]. 胡军. 课程.教材.教法. 2019(04)
[7]基于课程标准和证据:美国语文教材评价工具研究[J]. 翟志峰,董蓓菲. 外国中小学教育. 2019(02)
[8]论中国跨文化传播学“交往话语权”范畴的构建[J]. 侯旭,刘明. 外国语文. 2019(01)
[9]The Cultivation of Cultural Consciousness in Intercultural Communication[J]. Yang Xianping. 学术界. 2019(01)
[10]跨文化交际教学对理工科大学生心理资本的提升机制研究[J]. 钱春花,张万红. 外语与外语教学. 2018(05)
本文编号：3297703
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
List of Abbreviations
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Key Terms
2.1.1 Culture
2.1.2 Intercultural Communication Competence
2.1.3 Intercultural Instruction
2.1.4 Textbook Evaluation
2.2 Relevant Studies on Cultural Language Teaching
2.2.1 Relationships between Culture and Interculture
2.2.2 Relationships between Languages and Cultures
2.2.3 Relationships between Cultural Instruction and Language Instruction
2.2.4 Relationships between Cultural Instruction and Reading Instruction
2.2.5 Relationships between Cultural Instruction and Textbooks
2.2.6 Empirical Studies on Intercultural Instruction
2.3 Textbook Evaluation
2.3.1 Studies on Textbook Evaluation Abroad
2.3.2 Studies on Textbook Evaluation at Home
2.4 Summary
Chapter Three Theoretical Framework
3.1 Previous Theories before Risager’s Pedagogy
3.2 Main Ideas of Risager’s Pedagogy
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Objects and Instruments
4.3 Research Methods and Procedures
4.4 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Distributions of Macro Culture and Micro Culture
5.1.1 Distributions of Macro Culture
5.1.2 Distributions of Micro Culture
5.2 Reasons for Disparities in Distributions
5.2.1 Disparities in Distributions of Macro Culture
5.2.2 Disparities in Distributions of Micro Culture
5.3 Suggestions for Students
5.4 Suggestions for Textbook Editors
5.5 Summary and Comparison
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations and Recommendations
References
Appendix 中学生跨文化能力自评
Acknowledgements
【参考文献】：
期刊论文
[1]国际跨文化交际研究现状的文献计量分析（1998—2017）[J]. 马鑫,苏敏,李杰. 外语教学. 2020(01)
[2]思辨英语教学原则[J]. 孙有中. 外语教学与研究. 2019(06)
[3]An Exploration of Intercultural Communication and Chinese Cultural Transmission[J]. Zhang Bo. 学术界. 2019(10)
[4]跨文化交际能力在英语教学中如何定位[J]. 齐冬冬. 中国教育学刊. 2019(S1)
[5]高中英语教材的文化融入与文化教学方式研究[J]. 曲颖. 课程教育研究. 2019(19)
[6]发达国家教材评价标准的特点与启示[J]. 胡军. 课程.教材.教法. 2019(04)
[7]基于课程标准和证据:美国语文教材评价工具研究[J]. 翟志峰,董蓓菲. 外国中小学教育. 2019(02)
[8]论中国跨文化传播学“交往话语权”范畴的构建[J]. 侯旭,刘明. 外国语文. 2019(01)
[9]The Cultivation of Cultural Consciousness in Intercultural Communication[J]. Yang Xianping. 学术界. 2019(01)
[10]跨文化交际教学对理工科大学生心理资本的提升机制研究[J]. 钱春花,张万红. 外语与外语教学. 2018(05)
本文编号：3297703
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