高中英语教材文化元素呈现特征与优化策略研究——以人教版高中英语必修三Unit 3“Diverse Cultures”为例

A Study on the Presentation Characteristics and Optimization Strategies of Cultural Elements in Senior High School English Textbooks—Taking Unit 3 “Diverse Cultures” in Compulsory Book 3 of the PEP Senior High School English Textbooks as an Example

摘要: 培养学生文化核心素养是中学英语教育的重点内容。但在当前的教学中，文化元素的深层价值未得到充分挖掘。研究聚焦人教版高中英语必修三Unit 3“Diverse Cultures”，采用文献研究法与文本分析法，探析其文化元素呈现、特征、教学困境及优化路径。研究发现，单元具有多模态整合、双文化均衡的优势，但也存在本土文化深度不足、跨文化实践层次性欠缺等困境。一方面，研究可为教师分析教材文化元素提供借鉴范例，助力教师优化教学设计；另一方面，通过对教材文化元素的充分挖掘，有助于提升学生跨文化交际能力。

Abstract: Cultivating students’ cultural literacy is a core priority of senior high school English education. Nevertheless, the in-depth value of cultural elements has not been fully explored in current English teaching practice. Centering on Unit 3 Diverse Cultures of the People’s Education Press (PEP) Senior High School English Compulsory Course 3, this paper adopts the methods of literature research and textual analysis to explore the presentation modes, core characteristics, teaching predicaments and optimization paths of cultural elements contained in the unit. The findings indicate that the unit boasts such strengths as multimodal integration and balanced presentation of dual cultural perspectives, yet it is also confronted with certain challenges, including insufficient in-depth interpretation of native culture and the lack of hierarchical design in intercultural practice activities. On the one hand, this paper can serve as a reference model for teachers to analyze cultural elements in textbooks and facilitate the optimization of their teaching design. On the other hand, the full exploration of cultural elements in textbooks is conducive to improving students’ intercultural communicative competence.