[英文]中學(xué)英語教學(xué)中文化的導(dǎo)入(3)改

1、The introduction of culture in junior high school English teaching中學(xué)英語教學(xué)中文化的導(dǎo)入Abstract: The nature of language and culture is harmony, integral with English teaching, so we should impart knowledge of the language and import the cultural knowledge. The secondary stage is the golden age of the student

2、s to learn English, so we should pay a great attention to this stage of the English Cultural Knowledge. And it requires what we design in the outline, and to pay attention to all aspects of teaching and learning activities to implement the integration of cultural knowledge in teaching English. In th

3、is case , the paper give a brief overview of culture , language , and the relationship of language and culture firstly , and analyses the problems of English teaching in the cultural import and targets the specific solutions in junior school , which has a certain significance . Keywords: culture; En

4、glish teaching; junior high school內(nèi)容摘要：語言和文化本質(zhì)上是水乳交融、不可分割的，因此在英語教學(xué)中應(yīng)該在傳授語言知識(shí)的同時(shí)，導(dǎo)入文化知識(shí)。中學(xué)階段是學(xué)生學(xué)習(xí)英語的黃金時(shí)期，因此我們要高度重視這個(gè)階段的英語文化知識(shí)的導(dǎo)入。這要求我們?cè)诖缶V設(shè)計(jì)、教學(xué)活動(dòng)實(shí)施的各個(gè)環(huán)節(jié)注意把文化知識(shí)融合到英語教學(xué)中。本論文在這種情況下，首先對(duì)文化、語言以及語言與文化的關(guān)系進(jìn)行了簡(jiǎn)單的概述，然后對(duì)中學(xué)英語教學(xué)在文化導(dǎo)入中所存在的問題進(jìn)行了分析，并有針對(duì)性的提出具體的解決對(duì)策，具有一定的借鑒意義。關(guān)鍵字：文化；英語教學(xué)；中學(xué)Table of Contents1 preface32 c

5、oncepts32.1 the overview of culture32.2 the overview of Language42.3 the relationship of language and culture53 the Problems of the introduction of culture in English teaching in juniro school53.1 overall environment: traditional evaluation mode does not apply to the development in English teaching5

6、3.2 conceptions and quality of teachers: there are many problems63.3 Teaching methods: it is too formal74 recommendations of the introduction of culture in English teaching74.1 the content of the introduction of culture in English teaching74.1.1 Knowledge culture74.1.2 concept culture84.1.3 Word Cul

7、ture94.2 the principle of the introduction of culture in English teaching104.2.1 equality principle104.2.2 relevance Principles104.2.3 scientific Principles114.2.4 practical principles114.2.5 flexibility principle114.3 the recommendations of the introduction of culture in English teaching124.3.1 The

8、 overall environment124.3.2 concept and quality of teachers144.3.3 Teaching methods15 5 conclusion.15References201 prefaceThe importance of English learning is the application , and they learn the vocabulary of the English university graduates in ten years using language , often apply the "moth

9、er tongue thinking + English form ”to what they have learned to piece many inappropriate sentences together easily , but the complete English dialogue scene hardly which also created a lot of misunderstanding and jokes , it is so called "dumb English" , well , "time-consuming and inef

10、ficient“ had become synonymous with the English teaching . But how English to teach, how to learn, where to grasp and catch it, but there was no reply. I believe that the key to language learning in secondary initiation stage, the initiation stage of English teaching key is to enable students to est

11、ablish some thought awareness and this awareness to cross-cultural awareness for the protection. In this case , the paper give a brief overview of culture , language , and the relationship of language and culture firstly , and analyses the problems of English teaching in the cultural import and targ

12、ets the specific solutions in junior school , which has a certain significance . 2 concepts2.1 The overview of cultureThe concept of culture is very extensive, it is the sum of the social and historical development process with creation and material and spiritual civilization in the country or the n

13、ation. Cultural phenomenon which is formed in the specific natural conditions and historical conditions in human life, which has a national nature, specific substances of different nationalities living conditions and social structure is different, so society organizations, psychological characterist

14、ics, morality and the concept of mechanism is different. Language is a product of social culture, which contains the human understanding of the world and guidelines for action, is the first part of human culture. National nature of the culture, decided to leave the language of a particular cultural

15、background does not exist. Language is the carrier of culture, the main manifestations of the culture. The language is developed with the development of the nation, is an integral part of the social and national cultures. Different ethnic groups have different culture, history and customs, culture a

16、nd social customs of various ethnic groups are manifested in the language of the nation. Language is inseparable from culture , cultural rely on language , teaching English language teaching , of course , cannot be separated from culture and education . English teaching, it comes to the British coun

17、try's history, geography, customs, traditions and customs, lifestyle, literature and art, behavioral norms and values , each has a very rich content. Learning a language not only to master the pronunciation, grammar, vocabulary and idioms, select this language but also about how to look at thing

18、s, how to observe the world; want to understand how they will use their own language to reflect their social thinking, habits behavior; understand their "language of the soul”, that is to understand the culture of their society. In fact, learn the language and understand the language as reflect

19、ed culture is inseparable. 2.2 The overview of LanguageLanguage is a communication tool to express ideas and feelings used by humans. Language is mutual recognition of conventional manner and a variety of phonetic symbols and written symbols with the premise of different regions, different nationali

20、ties, and different social groups of the society members, together with various combinations of rules and forms, reflecting the use of the language the nation's geographical features, economic development, culture, history and social customs. Therefore, we can say that the language is part of th

21、e culture, which reflects the social, cultural, and at the same time by the social and cultural constraints. 2.3 The relationship of language and cultureLanguage is part of the culture, and cultural heritage, development is based on language, so they have the interdependence on each other, cannot be

22、 separated from each other. American linguist Sapir language behind something and the language cannot leave culture exists the sum of the so-called culture is socially inherited habits and beliefs, we can decide it (Edward Sapir) said: life organization (Edward Sapir, language). "China's we

23、ll-known scholar Fuji Xing when it comes to the relationship between language and culture, have had this discussion:" the close relationship of language and culture, might be able to get along swimmingly to describe 0 / language is a symbol of culture, and culture is the language of the tubular

24、 track. Can imagine that if the language from the culture is a bunch of boring text and discourse no joy of life. Similarly, the cultural left language, you cannot pass, inheritance, development, updated. The relationship between language and culture is a great inspiration to our teaching of English

25、. Since the two are interdependent relationship , then in English teaching , rigidly separated the relationship between the two , and nothing but the language , do not speak of culture is wrong , is also detrimental to the development of students' English proficiency . 3 the Problems of the intr

26、oduction of culture in English teaching in junior school3.1 overall environment: traditional evaluation mode does not apply to the development in English teaching"Basic Education Curriculum Reform (Trial)"showed that especially: “it will promote students to improve the quality of the evalu

27、ation mechanism”from the perspective of student evaluation. Evaluation should emphasized on the academic performance of students who should understand and tap the potential of the different angles , understanding students own development needs , to motivate students to understand ourselves , and dev

28、elop confidence . Promote the evaluation have the impact, as well as breakthrough development since the new curriculum, English teaching through adequate language data, a lot of positive scientific activities enhance students' language skills. However, at this stage, a lot of English language te

29、aching still retains the original teaching evaluation model, with the written test in the students to carry out the evaluation, focus only on the accuracy of the language, require memorizing grammar entry, the phrase combination of not following the key value within the English in the education sect

30、or, results behind the motivation orientation as well as the level of effort to learn the intrinsic goal of the attitude of the culture. "Such evaluation model emphasizes only static results, summative assessment.” Consistent evaluation and the new curriculum must emphasize aspects and methods,

31、 attitudes and values, and so on. Promote the development of evaluation tools pluralistic. Therefore, the original English teaching evaluation model and the new curriculum cannot be consistent, cannot achieve the appropriate standard. 3.2 conceptions and quality of teachers: there are many problems

32、(1) The teacher cannot adjust the educational thinking previous. Some teachers still cannot determine weather carry on the new curriculum reform. Some teachers to the new curriculum as impediments affecting the enrollment rate , do not accept the new curriculum reform , from ideology , activities an

33、d other aspects of passive resistance to the idea of the new curriculum reform and standards . (2) The teachers have a lower level of understanding in the new curriculum. Some teachers explore the spirit just as autonomy, cooperation of the new curriculum to promote students to organize a variety of

34、 activities actively; to acquire knowledge from the active intervention should be avoided in the classroom. Some teachers through the idea of "maintaining the status quo" for teaching, educational tools, ways not much innovation, still cannot get rid of the shackles of the original teachin

35、g mode. 3.3 Teaching methods: it is too formalWith the promotion of the new curriculum, A variety of teaching methods are used in English teaching such as: games, performances, interviews . And a variety of teaching methods stimulate students' interest in learning to some extent, reflecting the

36、new student-centered teaching philosophy. Embodies the spirit of the new curriculum autonomy, cooperation, explore. However, therein lies the pursuit of some teachers organize classroom teaching too, even just to cater to the tastes of the lectures teachers or evaluation criteria phenomenon. Mainly

37、as follows: not actually looked at the value of the content of classroom teaching, teaching interaction ago, the students' lack of independent thinking, the uneven student participation. Give students interact less time. This from the "autonomy, cooperation, explore" the spirit of the

38、new curriculum. 4 recommendations of the introduction of culture in English teaching4.1 The content of the introduction of culture in English teaching4.1.1 Knowledge cultureSuch as the "American Country Music" lesson, students are introduced to the general course of development of American

39、 country music and birthplace (Tennessee Nashville), and play a few classic country songs in the classroom, such as: John Denver “Country “”Take Me Home”, Carpenter “Yesterday Once More” and "Elvis" Elvis Presley “Love Me Tender” and so on, make the perceptual awareness of the students on

40、the U. S. Country music. Another example is the “English on the Air lesson”, students are introduced to the BBC, China Radio International, and some of the situations and the broadcast band and time periods, so that students get more knowledge. The levels of outstanding teachers encourage students t

41、o listen to some of these programs, so that they can perceive the real language, increase interest in learning English. Teaching Abraham Lincoln lesson, you can explain the cause of the American Civil War, the background, and some of Lincoln's anecdotes about to let the students know the history

42、 of the United States and Lincoln influence and position in history. Again, the study of The Merchant of Venice article cannot just stay on the surface of the story, but also guide students to appreciate the British master dramatist Shakespeare's art of rhetoric and performance practices, and en

43、hance students' artistic accomplishments and literary level. 4.1.2 Concept cultureThe language reflects a nation's values , political beliefs, and religious beliefs. There is a huge different in the social norms, customs, ethical standards and characteristics of thinking between East and Wes

44、t. Seetharam (Sitar am , 1976:19) has studied the different cultures and value systems , have been classified in accordance with their importance , the comparison of all Western culture , black culture , oriental culture , African culture . The survey shows that Western culture in personality, money

45、, savior, unconventional, enterprising spirit, respect for youth, efficiency, and frankly, punctuality several ranked first nine oriental culture is weak. Oriental culture in gratitude , humility , karma , collective responsibility , respect for the elderly , hospitality , the land sacred sense of p

46、eace eight ranked first in eight is also the weakness of Western culture . The concept of cultural differences necessarily constitutes a barrier to understanding. Individualism is the core of American values , which emphasizes autonomy, self-determination, self-responsibility. Hofstadter had values

47、of 53 countries and regions to make a survey and comparison, the result is an individualist values in the United States topped the list. (Quoted by Wenzhong Hu, 1999:172)And the examine communicative language exercises always play a important role in the English college test, and communication habit

48、s reflect the cultural differences. If we do not pay a enough attention to the Cultural Differences in the process of teaching English, students answer the questions with their own thinking and communicative way easily, The following visit this Road communicative language of multiple-choice question

49、s, for example:Would you like to come for dinner tonight?Many students choose “That would be too much trouble” to answer that. In China, the interpersonal exchanges between dialogues mildly, always worried about trouble to others, even if the heart gladly promised, but also some kind lip. In Western

50、 countries, the interpersonal exchanges between the more direct, agree that we approve, reject is refused, the meaning of the expression altogether clear. Therefore, if students learned the answers to such communication subjects must give their students the concept of Western culture difference. 4.1

51、.3 Word CultureThe press also often uses one word instead of the entire event. For example: Hello, Kuwait. Goodbye, Vietnam (Time, Mar. 11, 1991)It seems to a simple sentence, being translated as "Hello, Kuwait. Goodbye, Vietnam. “Connotations will be gone. This one is reported that the Gulf Wa

52、r victory brought good news to the whole country in high spirits, jubilant scenes at the beginning of the article. Kuwait is the news about the Gulf war victory, Vietnam is shameful and Painful memories of the Vietnam War Defeat. Therefore, this sentence should be translated as: you are welcome to,

53、ah, the good news of the victory of the Gulf War. Hell, the shame of failure of the Vietnam War. it is not only opened up their horizons by supplementing this knowledge to students , but also enhance their enthusiasm to learn English , which is a powerful way to promote their progress . 4.2 The prin

54、ciple of the introduction of culture in English teaching4.2.1 Equality principleIn general , language teaching pay emphasis on culture teaching in order to master the language to communicate better , and how to exchange and learning it? This of well, the “ideological education” raises the question t

55、hat ideology and morality, patriotism and socialist education students in the learning process, a better understanding of foreign, especially English-speaking countries. Students learning English and English culture are bound to be compared with the national language and culture. Students should be

56、encouraged to take the concept of the equality of cultures and language concept of equality , neither conceited ethnocentrism to engage in language and culture , not self-deprecating , and that the culture of English-speaking countries than our superior , or even deny our national culture , engage i

57、n "self-colonization" Outline on this issue make clear and comprehensive requirements . This is an important principle, should always pay attention to and implement the teachers during teaching. 4.2.2 Relevance PrinciplesThe classroom culture points must be related to the content of the te

58、xt closely or the widening of the teaching materials. The result is the bad culture and language teaching, if it is out of the text speaking culture. The cultural import Teaching should make full use of the language material in the textbooks, language teaching peers as much as possible. Help and pro

59、mote students' understanding and use of the English language, broaden their horizons, to form a sense of cross-cultural communication and interpersonal skills. 4.2.3 Scientific principlesThe cultural introduction should avoid a arbitrary, sweeping cognition, it should be comprehensive and objective as accurate as possible. Cultural introduction to language teaching combined with the natural, not mechanically rigid. The teacher should be teaching overal