CLIL模式下文化意识培养导向的高中英语读写教学设计研究

A Study on the Design of Senior High School English Reading and Writing Teaching Oriented to Cultivating Cultural Awareness under the CLIL Model

摘要: 文化意识是高中英语学科核心素养的重要组成部分。当前读写教学中，文化内容仍停留于背景补充和信息罗列，阅读所得的文化理解也未能充分转化为写作中的内容选择与意义表达。CLIL模式强调内容与语言的双重聚焦，其4Cs框架能够把内容建构、语言运用、认知发展和文化理解纳入同一教学过程。本文以人教版高中英语必修三Unit 3 Diverse Cultures中Reading for Writing板块为例，从单元主题意义和目标语篇的内容、交际、认知、文化四个维度展开解读，据此确定教学目标，并设计由理解文化空间、解释文化身份、提炼表达资源、迁移本土文化、评价修改文本构成的读写活动，引导学生在探究唐人街文化的形成逻辑与呈现形态的过程中习得语言知识，在面向读者推介中国地方文化的实践中深化文化认知，切实提升读写教学中文化意识培养的实操性与落地性。

Abstract: Cultural awareness is an essential component of the core competencies in senior high school English education. In current reading-to-writing instruction, cultural content is often limited to background information and the presentation of cultural facts, while cultural understanding gained through reading is not fully transformed into content selection and meaning-making in writing. The CLIL (Content and Language Integrated Learning) approach emphasizes the integration of content and language, and its 4Cs framework brings content, communication, cognition, and culture into a coherent instructional process. Taking the Reading for Writing section of Unit 3, Diverse Cultures, in PEP Senior High School English Compulsory Book 3 as an example, this paper analyzes the unit’s thematic meaning and the target text from the four dimensions of content, communication, cognition, and culture. Based on the analysis, corresponding teaching objectives are established, and a sequence of reading-to-writing activities is designed, including understanding cultural spaces, interpreting cultural identities, extracting linguistic resources, transferring knowledge to local Chinese culture, and evaluating and revising written texts. Through exploring the formation and representation of Chinatown culture, students develop linguistic knowledge and deepen their cultural understanding. By introducing local Chinese culture to specific readers through writing, students are further guided to apply and reconstruct their cultural knowledge in meaningful contexts, thereby enhancing the practicality and effectiveness of cultivating cultural awareness in senior high school reading-to-writing instruction.