跨文化理解视域下的高中英语阅读教学探索

Exploring Reading Instruction in Senior High School English from the Perspective of Intercultural Understanding

摘要: 文化意识的培养虽已成为英语核心素养的重点，但在当前的高中阅读教学中，文化内容往往被作为零散的背景补充，缺乏系统性的教学设计。为此，本文以“跨文化理解”为切入点，在厘清其核心内涵的基础上，从阅读内容、能力发展与教学实施三个方面搭建了完整的实施框架。在这一框架中，教学内容由表及里地涵盖文化信息、文化差异与文化价值；与之相对应，学生的能力发展也遵循从文化感知、理解到表达、反思的递进过程。而课堂的有效运作则需协同目标、内容、方法与评价四个要素，并依托于良好的教学生态。本文以人教版高中英语必修三Unit1 Festivals and Celebrations单元为例，从教学目标整合、内容与方法优化、评价嵌入以及教学生态营造四个层面，展示了如何将跨文化理解真正落实于课堂，旨在为一线高中英语阅读教学提供一份可操作的实践参考。

Abstract: Despite the growing emphasis on cultural awareness as a core competency in English education, cultural content in senior high school reading instruction is often reduced to incidental background notes rather than integrated into a coherent pedagogical design. Therefore, this paper takes “intercultural understanding” as its starting point, and based on clarifying its core connotation, constructs a complete implementation framework from three aspects: reading content, ability development, and teaching implementation. Within this framework, the teaching content comprehensively covers cultural information, cultural differences, and cultural values; correspondingly, students’ ability development follows a progressive process from cultural perception and understanding to expression and reflection. Effective classroom operation requires the coordination of four elements: objectives, content, methods, and assessment, and relies on a healthy teaching environment. Taking Unit 1, Festivals and Celebrations, of the People’s Education Press high school English compulsory textbook 3 as an example, this paper demonstrates how to truly implement intercultural understanding in the classroom from four levels: integrating teaching objectives, optimizing content and methods, embedding assessment, and creating a healthy teaching environment. It aims to provide a practical reference for frontline high school English reading teaching.