本文是一篇英语教学论文，本研究以新课标和程晓堂的教材评价理论为基础，在对比分析了新旧课标中关于文化意识培养要求以及新旧教材在主题语境设置上的异同后，对旧教材的Pre-reading、Reading、Comprehending部分和新教材的Reading and Thinking部分的文化内容配置及呈现方式进行对比分析。
Chapter One Literature Review
1.1 Definition of key concepts
This part elaborates the key concepts of this research, including key competencies of English subject and cultural awareness.
1.1.1 Definition of key competencies of English subject
China launched a key competencies project for student development in 2014. The key competencies of our country revolve closely around the requirements of “cultivating people through moral education”, to cultivate “all-round development of people” as the core, involving three fields of cultural foundation, independent development and social participation. Cultural foundation, that is, instrumentality, includes learning to use the artificial intelligence, etc. Independent development, that is, autonomy, includes cultivating psychology, personality, etc. Social participation, that is, sociability, includes dealing with the relationship between people and people, people and society, people and countries, etc. These three fields can be further divided into six key competencies indicators of humanistic heritage, scientific spirit, learning, healthy life, responsibility, practice and innovation. For practical application, these six key competencies can be further refined into 18 basis points. Among them, the key competencies of subject are the concentrated embodiment of the value of subject education, and is the correct values concept, essential character and key competencies gradually formed by students through subject learning.
In this study, key competencies refer to the key competencies of English subject, which mainly include language ability, cultural awareness, thinking quality and learning ability. Each of these qualities is the embodiment of correct values, essential character and key competencies. In terms of their relationship, language ability is the basic element, cultural awareness is the value orientation, thinking quality is the mental representation and learning ability is the development condition.
1.2 Studies on cultivation of cultural awareness at home and abroad
Relevant studies on cultivation of cultural awareness are summarized at home and abroad as follows.
1.2.1 Studies on cultivation of cultural awareness abroad
In foreign countries, there are few comparative studies on the cultivation of cultural awareness of the old and new textbooks of the same version, and more attention is paid to the classification of cultural content. Cultural content is classified according to different standards, which mainly includes the following two types.
Studying the cultural content from the perspective of country is the first type.
American linguist Braj B. Kachru (1985) divides cultural content into an inner circle, outer circle, and expanding circle. The inner circle refers to the countries where English is the mother tongue or the first official language. The outer circle refers to the countries where English is the second or official language. The expanding circle refers to the countries where English is the foreign language, such as China, Russia, Japan, etc. For example, Yamada (2010) studied which countries’ culture was presented in the six sets of English textbooks in Japan according to the classification of cultures of inner circle, outer circle and expanding circle. The study found that in the 1980s, the proportion of American culture exceeded that of Japanese culture in textbooks, but after the 1990s, the proportion of Japanese culture increased to 1/4.
Chapter Two Theoretical Basis and Methodology
2.1 Theoretical basis
This part focuses on the theories adopted in this study, which mainly include English Curriculum Standards for Ordinary Senior High Schools (2017 edition, 2020 revision) and Cheng Xiaotang’s textbook evaluation theory.
2.1.1 English Curriculum Standards for Ordinary Senior High