Systematically analyzing the integration of Chinese culture into primary-to-secondary school English textbooks is the key to promote integra-tive development of the basic education.Therefore,based on Cultural Analysis Theory and Cultural Cognition Theory,a content analysis is carried out to explore the integration characteristics of Chinese cultural connotations in current English textbooks for primary,junior and senior high schools.Microcosmi-cally,guided by Cultural Cognition Theory,our findings reveal a dynamic and variable distribution of Chinese cultural themes across different educational stages,with notable gaps between cultural themes and their cognitive reception,leading to uneven representation and occasional disparities.Macroscopical-ly,the analysis highlights imbalances in cultural dimensions and stark differences in the distribution of cultural types within the textbooks.To address these issues,the future integration of Chinese culture into English textbooks should be intimately aligned with national educational policies,emphasizing the rein-forcement of coherence and penetration in the themes,dimensions,and types of Chinese culture,thereby fostering a more comprehensive and balanced cul-tural representation in language learning materials.
关键词
中小学英语教材/中华文化/一体化/文化内涵/文化呈现
Key words
English Textbooks for Primary-to-Senior Schools/Chinese culture/integration/Cultural Connotation/Cultural representation
维普
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