关于初中英语文化知识教学的探究

论文摘要

本文目的在于探究初中英语教学中文化知识教学和语言教学的相互关系,强调文化知识教学的主要内容,并提出了一些英语文化知识教学的建议和技巧。在2001年颁布的《英语课程标准》中,文化知识的教学和跨文化交际能力的培养已经被列为英语基础教育的重要目标。各类英语教材有意识地安排了英语国家的文化知识教学,力求在语言教学中对学生潜移默化地传授文化知识,让学生不自觉地感受英语国家的文化氛围。然而,长期以来在英语教学中,文化知识的教学问题还没有得到广大师生的重视,师生文化意识较弱。大多数的外语教师仍然把语言学习的重点放在学习语言本身上,比如语音和句法结构。典型的教学模式是读和讲解词汇,分析课文和处理练习题。这种教学的结果导致学生丧失了学习英语的兴趣,不能适应跨文化交际的需要。针对初中英语学科文化教学的现状,本文作者结合相关文献资料及自己的亲身实践,对英语课堂中如何进行文化教学提出了部分针对性的建议:充分利用课堂教学活动和课外活动,在对学生进行语言能力培养的同时,加强对学生文化能力的培养。大量的实践和理论证明,系统的文化教学和有效的文化策略对于学生了解世界文化、培养世界意识和提高学生的综合语言运用能力有积极的促进作用。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the Research
• 1.2 The Problems Existed
• 1.3 Purpose of the Research
• Chapter Two Literature Review
• 2.1 Culture
• 2.1.1 Definition of Culture
• 2.1.2 Basic Functions of Culture
• 2.2 The Relationship between Culture and Language
• 2.3 The Requirements of the New English Curriculum Standard
• Chapter Three Culture Teaching Factors in Junior English Classes
• 3.1 Cultural Factors in Verbal Communication
• 3.1.1 Cultural Factors at Lexical Level
• 3.1.1.1 Words with Different Connotations
• 3.1.1.2 Words with Different Commendatory and Derogatory Sense
• 3.1.2 Cultural Factors at Syntactic Level
• 3.1.3 Cultural Factors at Discourse Level
• 3.2 Cultural Factors in Non-verbal Communication
• 3.2.1 Differences in Body Behaviors
• 3.2.2 Differences in Use of Space,Distance and Time
• Chapter Four Suggestions and Activities Based on Culture Teaching
• 4.1 Some Suggestions on Teachers
• 4.1.1 Attitudes towards Culture Teaching
• 4.1.2 Teachers' Role and Students' Autonomy
• 4.1.3 Teachers' Profession Development
• 4.2 Suggestions on Culture Teaching
• 4.2.1 Dealing with Culture-loaded Words or Expressions
• 4.2.2 Adopting Comparison Method
• 4.2.3 Creating a Cultural Environment
• 4.2.4 Role playing
• 4.3 Cultural Activities Outside Classroom
• 4.3.1 Lectures
• 4.3.2 Reading Newspapers and Magazines
• 4.3.3 Festival Celebration
• 4.3.4 Video Films and English Teaching Films
• 4.3.5 Contacting with English Native Speakers
• Chapter Five Conclusions
• 5.1 Implication
• 5.2 Conclusion
• References
• Acknowledgements