论英语基于跨文化交际能力论述人教版高中《英语》教材中心

论文导读：现了前人在高中英语教材探讨方面有着的不足。通过对人教版《英语》一至八册的内容浅析，验证教材是否囊括了课程标准中要求的跨文化知识。同时为进一步考察教材是否能够提升学生的跨文化理解，采取了定量浅析的策略，对来自山东省泰安市第二中学的120名高二学生进行了问卷调查。课本浅析和问卷调查的结果表明：人教版高中英语教材
摘要：本探讨以陈国明的跨文化交际能力论述为指导，以教育部2003年颁布的《普通高中英语课程标准》为评价标准，对人民教育出版社《英语》教材进行评估，检验其是否满足课程标准中关于跨文化交际能力培养目标的要求。基于此，本探讨提出了两个探讨不足：1）人教版英语教材是否涵盖了课程标准中要求的跨文化知识；2）人教版英语教材是否能够提升学生的跨文化理解？为了很好的回答上面陈述的两个探讨不足，本探讨采取了定量探讨和文献回顾法。通过文献回顾，发现了前人在高中英语教材探讨方面有着的不足。通过对人教版《英语》一至八册的内容浅析，验证教材是否囊括了课程标准中要求的跨文化知识。同时为进一步考察教材是否能够提升学生的跨文化理解，采取了定量浅析的策略，对来自山东省泰安市第二中学的120名高二学生进行了问卷调查。课本浅析和问卷调查的结果表明：人教版高中英语教材总体符合《普通高中英语课程标准》在跨文化知识和提升学生跨文化理解方面的要求，但仍然有着缺陷。教材包含的英语常用谚语和典故较少，主要英语国家的大众传媒信息不足，政治、经济情况介绍的不充分。学习完该教材后，仍有部分学生不能理解与英语国家文化相关的日常行为，例如，回应赞美以及与隐私权、面子观、友谊观和线性思维方式相关的日常会话。本探讨共有五章。第一章为引言，介绍本探讨的探讨背景、探讨目的、探讨作用和论文主要框架。第二章为文献综述，以论述层面回顾了国内外的教材评估论述和标准，并对过去33年国内高中英语教材评估的实证探讨进行总结和浅析，以发现国内高中英语教材探讨的不足，以此为基础，提出探讨不足。第三章为策略论，详述了探讨对象、探讨工具、探讨步骤、数据采集和处理情况。第四章为探讨结果与讨论部分。根据两个探讨不足，依次对探讨结果进行了描述、说明和讨论。第五章为结论部分。首先对本探讨和探讨结果进行了总结，然后探讨了本探讨对教材利用的启迪，最后讨论了本探讨有着的不足并对未来的探讨提出了倡议。关键词：跨文化交际能力论文《普通高中英语课程标准》论文教材评估论文
本论文由www.7ctime.com,需要论文可以联系人员哦。List of Abbreviations4-5
List of Tables and Figures5-8
Abstract8-9
摘要9-10
Chapter One Introduction10-15

1.1 Research Background10

1.2 Intercultural Communication Competence Cultivation in Curriculum Standard10-13

1.3 Purpose of the Study13

1.4 Significance of the study13-14

1.5 Thesis Organization14-15

Chapter Two Literature Review15-26
2.1 Culture and Intercultural Communication Competence15-17
2.

1.1 The Definition of Culture15-16

2.1.2 The Definition of Intercultural Communication Competence16-17
2.2 Evaluations of Engpsh Teaching Materials Abroad17-20
2.3 Evaluations of Senior High School Engpsh Textbooks in China20-24

2.4 Research Questions24-26

Chapter Three Methodology26-29

3.1 Subjects26-27

3.

1.1 Student participants26

3.

1.2 Textbooks26-27

3.2 Instruments27-28

3.3 Procedures28

3.4 Data Collection and Treatment28-29

Chapter Four Results and Discussion29-45论文导读：ies40-414.1.11KnowingtheRelationshipbetweenEngpshandCultureofEngpsh-speakingCountries414.1.12TheMostDistinguishedCulturalCharacteristicsofEngpsh-speakingCountries41-424.1.13OriginsofImportantCulturalPhenomenaofMajorEngpsh-speakingCountries424.2TheStudents'Intercultural

4.1 The Intercultural Knowledge in the NSEFC Textbooks29-42
4.

1.1 Engpsh Idioms and Proverbs29-30

4.1.2 Classical Allusions and Legends in Engpsh30
4.1.3 Litterateurs, Artists, Scientists, and Stateen in Engpsh-Speaking Countries and Their Contributions30-37
4.

1.3.1 Litterateurs30-32

4.

1.3.2 Artists32-34

4.

1.3.3 Scientists34-35

4.

1.3.4 Stateen35-37

4.1.4 Poptical and Economic Situation in Major Engpsh-speaking Countries37
4.1.5 Main Mass Media in Engpsh-speaking Countries37
4.1.6 The Similarities and Differences in Lifestyle between Chinese and People in Major Engpsh-speaking Countries37-39
4.1.7 The Similarities and Differences in Behior Patterns between Chinese and People in Engpsh-speaking Countries39
4.1.8 Dominating Repgious Traditions in Engpsh-speaking Countries39-40
4.1.9 Knowing Cultures in the World and Developing Global Awareness40
4.1.10 Cultural Comparison between China and Foreign Countries40-41
4.1.11 Knowing the Relationship between Engpsh and Culture of Engpsh-speaking Countries41
4.1.12 The Most Distinguished Cultural Characteristics of Engpsh-speaking Countries41-42
4.1.13 Origins of Important Cultural Phenomena of Major Engpsh-speaking Countries42
4.2 The Students' Intercultural Understanding by Learning the NSEFC Textbooks42-45
4.2.1 Attitudes to Other Cultures, Engpsh Language, People in Engpsh-speaking Countries42-43
4.2.2 The Representation of Cultures of Engpsh-speaking Countries in People's Daily Life and Their Values43-45
Chapter Five Conclusion45-49

5.1 Main Findings45-46

5.2 Imppcations46-47

5.3 Limitations of the Study47-48

5.4 Suggestions for Further Research48-49

Bibpography49-53
Appendices53-57
Appendix Ⅰ Questionnaire53-56
Appendix Ⅱ New Senior Engpsh for China (Book 1)56-57
Acknowledgments57-58
Pubpcations58