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说明：摘要：随着国际交流的不断深入，文化意识、文化理解和跨文化交际能力越来越受到外语教学者的重视，文化意识也已经作为英语基础教育的目标首次被写进新的《英语课程标准》中。2003年版全日制高级中学《英语》(必修)教科书依据新课标的精神，选材内容涵盖面广，信息量大，富有时代气息，话题时尚，能激发学生的学习兴趣。然而在教材使用过程中，教师们普遍感到不适应，尤其是涉及文化方面的内容，反响更大，受到了极大的关注。
本文旨在采用定性与定量的研究方法，了解新英语教材存在的不足，为今后的教材编纂和教学提供一些建议。作者选取了能代表西安市整体教学状况的三所中学（西安市第二中学，西安市第二十六中学和西安高新第一中学）和陕西师范大学外语学院2003级教育硕士班作为研究对象，对其中的35名老师和三个年级326名学生进行了访谈和问卷调查，并对新教材的课文内容从文化方面进行了详细的统计分析，得出了客观的结论。
研究表明，新英语教材存在以下不足：1、文化内容覆盖面过广，话题过于宽泛或专业，单词量过大，给教学带来了相当大的困难, 不利于促进教学；2、教材内容过难，加之经典文章太少，语言输入不力，不利于学生语言能力的提高； 3、 文化内容涉及中国文化信息量太少，不利于提高学生跨文化交际能力；4 、文化内容涉及过多的流行文化和西方文化，思想性和教育意义不强。主要原因在于流行文化商业气息浓厚，易误导学生追逐消费、娱乐和时尚； 而西方文化过多渗透导致学生盲目接受西方生活方式和价值观，文化帝国主义的影响逐渐增大。
针对以上不足，作者给出了以下主要建议：1、教材编纂和出版者应提供更多文化背景知识和教学配套资料，减轻教师的备课负担，同时，在修订教材时应适当增加中国文化的信息量，重视学生的实际能力和地域差别；2、教师要不断提高自身修养，加强学习，提高他们驾驭教材的能力；3、有关部门应加强对教师的业务培训，增强教师对文化知识的了解。
本文主体由五部分构成，第一部分为绪论，介绍研究背景及研究问题；第二部分为文献回顾，介绍现有的对新教材的评价和教材评价标准；第三部分为研究方法；第四部分为研究结果和分析；第五部分为结论。
关键词：新教材 文化内容 评价
Abstract: For the first time cultural awareness, cultural understanding and intercultural communicative competence has been prescribed in the new English Curriculum Standard. Based on this curriculum, the new SEFC (Senior English for China) books show great emphasis on culture as well as the needs and interests of learners. However, teachers feel confused when using the new textbooks because the contents, especially cultural contents bring them great difficulty in that the texts, especially those foreign and exotic, pose extra demands on them or even go beyond the teaching resources that they could have access to.
The current research was 1) to investigate the attitudes of both the teachers and the students in senior high school towards the new SEFC books in terms of the cultural content; and 2) to find faults with the new textbooks in this concern. It is thus hoped to benefit future textbook revision and future teaching methodology adaptation.
The researcher conducted both qualitative and quantitative research to explore the two issues above. She made a survey of 35 teachers and 326 students and collected large amounts of information about the cultural contents of the new textbooks.
Findings were summarized as follows. First, the cultural contents are too difficult to promote teaching and learning due to the wide range of different topics and high density of new words. Second, the cultural contents of the books are not so effective in improving the students’ language competence. Third, the cultural contents show limited influence on improving the students’ ability of cross-culture communication owing to little information of Chinese culture. Fourth, the cultural contents do not help much in fostering the students’ moral qualities, which results from the fact that too much information about pop culture and western culture is contained.
Based on the findings, the researcher offers several suggestions for the textbook compilers, the senior high school English teachers and the administrators. She suggests that the compilers should provide more resources of culture knowledge and information in different forms and increase the proportion of Chinese cultural knowledge and information in the textbooks as well as consider regional differences and students’ language level. The teachers should advance their professional development and adjust teaching by adding or deleting materials. The administrations should encourage and offer time and opportunities to teachers for further training.
The present paper is divided into five parts. Part 1 introduces the background of the research and research questions. Part 2 reviews the comments on the new SEFC books and the criteria of evaluating textbooks. Part 3 explains the research method. Part 4 explicates and analyzes the results. Part 5 is the conclusion.
Key Words: new SEFC books cultural contents evaluation
Chapter 1 Introduction
1.1 Background of the Study
In the past few decades, there has been a strong commitment to including culture in the language curriculum. Issues around this commitment abound, concerning the relationship between language and culture, foreign language acquisition and foreign cultural understanding.
Entering the new century, with the issuing of “English Standards for Senior High School Curriculum”, “culture awareness” is regarded as one of essential competences for all EFL language learners.
Based on the new curriculum, the SEFC (Senior English for China) materials are very close to modern life and are very considerate of students’ age as well as their biological and psychological desire. The materials of the books involve the latest scientific achievements such as the success of China’s first manned spacecraft, modern agriculture, environment protection, cultural relics, clone, modern music (Hip-hop, etc.) and films (e.g. Harry Potter films), customs and manners, health care, infective diseases, architecture, meteorology and all kinds of hot topics.
目录：Chapter1. Introduction
1.1 Background of the Study……………………………………………………1
1.2 Purposes of the Study…………………………………………. ……………2
1.3 Statement of Research Questions……………………………………………2
1.4 Delimitations of the Study……………………………………………………2
1.5 Summary……………………………………………………………………3
Chapter2. Literature Review
2.1 Culture, language and culture teaching……………………………………4
2.1.1 The definitions of culture…………………………………………………4
2.1.2 The relationship between language and culture…………………………5
2.1.3 Culture teaching in senior high school in China………………………….6
2.2 Argument about the new SEFC books………………………………………7
2.3 Criteria of textbook evaluation………………………………………………9
2.4 Criteria for Textbook Evaluation through a Cultural Perspective. …………10
Chapter3. Methodology
3.1 Qualitative study……………………………………………………………12
3.1.1 Subjects…………………………………………. ……………………12
3.1.2 Instruments………………………………………. ……………………14
3.1.2.1 The researcher as an instrument……………………………………14
3.1.2.2 Questionnaires………………………………………………. ……15
3.1.3 Data collection and analysis……………………………………………16
3.2 Quantitative study………………………………………………. …………16
3.2.1 Subjects…………………………………………. ………………………16
3.2.2 Instruments…………………………………………. …… ……………16
3.2.3 Data collection and analysis……………………………………………17
3.3 Summary……………………………………………………………………17
Chapter4. Results and Analysis
4.1 Overview of teachers and students’ view towards the cultural contents of the new SEFC books. ………………………………………………. …… 18
4.2 Analysis of teachers and students’ view towards the cultural contents of the new SEFC books. …………………………………………. …………20
4.2.1 Whether the cultural contents promote teaching and learning………20
4.2.2 Whether Cultural Contents Help to Improve the Students’ Language Competence………………………………………………………33
4.2.3 Whether the Cultural Contents Help to Improve the Students’ Ability of Cross-cultural Communication……………………………………35
4.2.4 Whether the Cultural Contents Suitable for Fostering the Students’ Moral Qualities…………………………………………. ……………36
4.2.4.1 Popular Culture………………………………………………. ……36
4.2.4.2 Culture Imperialism…………………………………. ……………37
4.3 Summary…………………………………………. ……………………38
Chapter5. Conclusion and Discussions
5.1 Major Findings…………………………………………. …………………39
5.2 Suggestions…………………………………………. ………………………41
5.2.1 For Compilers and Writers …………………………………………41
5.2.2 For Teachers…………………………………………. ………………42
5.2.3 For Administrators………………………………………………. ……42
5.3 Limitations and Recommendations for Further Study………………………42
5.3.1 Limitations…………………………………………. …………………42
5.3.2 Recommendations for Further Study…………………………………43
Bibliography………………………………………………………………………44
Appendix A …………………………………………………………………………52
Appendix B…………………………………………………………………………54
攻读学位期间的研究成果………………………………………………………….56
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http//www,people,com,cn, 特别关注：商业文化阴影下的青少年流行文化――关于“超级女声”热潮的分析报告(五) 2005年09月28日09:27
作者点评：The newly created curriculum shows a greater emphasis on the ability to put the language to use and calls for more attention to the needs and interests of learners and to the skills for communication in a cross-cultural setting. Cultural awareness, consequently, has been enthusiastically embraced, addicting to the tenet that language is a part of culture and a language could not be learned and taught without firstly familiarizing the students with the culture. While what specific cultural content should be introduced into the language teaching? So far, this problem has not yet been solved.
Compiled on the basis of the new curriculum, the SEFC (Senior English for China) materials lay great emphasis on culture teaching. The books cover as many as 24 topics involving cultural relics, modern music, films, customs and manners and many others.
