基于“物载情”隐喻认知的传统文化习得路径——克拉申输入假说在初中英语阅读教学中的实践

The Acquisition Path of Traditional Culture Based on the Metaphorical Cognition of “Emotion Carried by Objects”—Teaching Practice of Krashen’s Input Hypothesis and Sociocultural Theory in Junior High School English Reading Teaching

摘要: 在全球化和文化自信高度发展的时代背景下，中华优秀传统文化融入英语教学成为落实学科育人的关键路径。但阅读教学中存在传统文化渗透不够、阅读资源碎片化，缺乏整合性等问题。本研究通过阅读课的教学设计，展示了文化理解性输入在初中英语阅读的教学设计与实施过程。本案例希望通过语篇学习实现将中华传统文化延伸到学生的英语学习中，潜移默化并润物无声达到课程育人目标。本研究从教师角度有助于教师更新教学观念，采取多环节融入中华文化的方式，为一线教师进行文化教学提供参考。从学生角度，本案例有助于学生坚定自己的中华文化，并自主规划文化学习。

Abstract: In the era of globalization and the high development of cultural confidence, integrating Chinese excellent traditional culture into English teaching has become a key path to implement subject-based education. However, there are problems such as insufficient penetration of traditional culture and fragmented reading resources in reading teaching, lacking integration. This case demonstrates the process of teaching design and implementation of cultural understanding input in a junior high school English reading class through the unique teaching design. This case hopes to extend Chinese traditional culture to students’ English learning through text learning, imperceptibly and silently achieving the goal of curriculum education. From the perspective of teachers, this case helps teachers update their teaching concepts and adopt a multi-link approach to integrate Chinese culture, providing a reference for front-line teachers to conduct cultural teaching. From the perspective of students, this case helps students firmly believe in their Chinese culture and plan their cultural learning independently.