文化认同角度下初中英语课堂教学活动优化设计——以2024版七年级下册第八单元课文The Ugly Duckling为例

Optimization Design of Junior High English Classroom Teaching Activities from the Perspective of Cultural Identity—A Case Study of Unit 8 The Ugly Duckling in Grade Seven Volume 2

摘要: 课堂融入中国优秀文化是初中英语落实文化认同培育的核心途径。本研究以2024人教版七年级英语教材为载体，运用文献分析法与案例分析法梳理教材本土文化内容的编排特征。针对教材文化素材单元分布失衡、呈现形式单一、缺少系统化教学载体等问题，依托文化认同导向的课堂教学活动设计原则，搭建“基础认知–拓展理解–文化输出”三阶教学框架，并选取七年级下册第八单元课文The Ugly Duckling完成单元教学设计，为在初中英语课堂中融入文化认同教育提供实践路径参考。

Abstract: Integrating traditional Chinese culture into classroom teaching is a core approach for junior high school English to cultivate students’ cultural identity. Taking the 2024 edition of PEP Grade Seven English textbooks as the research carrier, this study adopts literature analysis and case analysis to sort out the arrangement characteristics of local cultural contents in the textbooks. In view of the problems such as unbalanced unit distribution of cultural materials, single presentation forms and the lack of systematic teaching carriers in the textbooks, this paper constructs a three-stage teaching framework of “basic cognition - expanded comprehension - cultural output” based on the design principles of classroom teaching activities oriented by cultural identity. Moreover, this paper completes a unit teaching design by selecting the text The Ugly Duckling from Unit 8, Grade Seven Volume Two, so as to provide practical references for integrating cultural identity education into junior high school English classes.