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1、On the Necessity of Integrating Chinese Culture into College English Teaching目 录Abstractii摘要iiOutlineiii提纲iv1. Introduction12. The Status Quo and Problems of College English Teaching22.1 The status quo of college English teaching22.2 Existing problem43. The Necessity and Significance of Integrating

2、Chinese Culture into College English Teaching53.1 Intercultural communication63.2 Improve English skills63.3 Improve cultural literacy63.4 The need for economic development74. The Way to Integrate Chinese Culture into College English Teaching74.1 Balance the proportion of culture74.2 Enrich classroo

3、m content84.3 Improve the cultural quality of teachers104.4 Building a culture course115. Conclusion11Works Cited13On the Necessity of Integrating Chinese Culture into College English TeachingWu BenhuAbstract: Language is the carrier of cultural communication and an important part of culture. In vie

4、w of the problem that English culture is dominant and Chinese culture is absent in college English teaching in China, this paper points out that the integration of Chinese culture into English teaching is to improve students comprehensive cultural literacy, intercultural communication ability, Engli

5、sh comprehensive application ability and meet Chinas social and economic development and external development. Communicate an effective way to expand the needs. Colleges and universities can integrate Chinese culture into their teaching by balancing the proportion of central culture in teaching mate

6、rials, enriching classroom teaching methods and content, offering cultural courses, and providing advanced learning opportunities for teachers according to their own characteristics and actual conditions.Key words:language; culture; college English; teaching论在大学英语教学中融入中国文化的必要性吴本虎摘要: 语言是文化传播的载体，也是文化的

7、重要组成部分。针对我国大学英语教学中英语文化占主体、中国文化缺失的问题，本文指出在英语教学中融入中国文化是提高学生综合文化素养、跨文化交际能力、英语综合应用能力并满足中国社会经济发展和对外交流日益扩大需要的有效途径。各高校可以根据自身特点和实际情况通过平衡中心文化在教材中的比例、丰富课堂教学方法和内容、开设文化课程以及为教师提供进修学习机会等方式在教学中融入中国文化。关键词：语言；文化；大学英语；教学 On the Necessity of Integrating Chinese Culture into College English TeachingOutline1. Introducti

8、on2. The Status Quo and Problems of College English Teaching2.1 The status quo of college English teaching2.2 Existing problem3. The Necessity and Significance of Integrating Chinese Culture into College English Teaching3.1 Intercultural communication3.2 Improve English skills3.3 Improve cultural li

9、teracy3.4 The need for economic development4. The Way to Integrate Chinese Culture into College English Teaching4.1 Balance the proportion of culture4.2 Enrich classroom content4.3 Improve the cultural quality of teachers4.4 Building a culture course5. Conclusion论在大学英语教学中融入中国文化的必要性提纲1.简介2.大学英语教学的现状与

10、问题2.1大学英语教学现状2.2存在的问题3.中国文化融入大学英语教学的必要性和意义3.1跨文化交流3.2提高英语技能3.3提高文化素养3.4经济发展的必要性4.中国文化融入大学英语教学的途径4.1平衡文化比例4.2丰富课堂内容4.3提高教师的文化素质4.4建设文化课程5.结论13On the Necessity of Integrating Chinese Culture into College English TeachingFLC 2001 (04) (English) Wu BenhuTutor: Professor Chen Changyi1. IntroductionThe re

11、lationship between language and culture is inextricably linked. As a symbol of information transmission, language is the most basic communication tool and information carrier. It is not only the expression medium of culture but also an important component of culture. The creation, development and in

12、heritance of human civilization require language, and culture affects language in terms of values, social forms, lexical meanings and evolution. The learning of any language cannot be limited to speech and grammar knowledge. The culture related to this language is also the content that needs to be l

13、earned. Culture encompasses human history, background, survival and ways of thinking. College English teaching is both language teaching and cultural teaching. Its purpose is to enable learners to master English and effectively use English for cross-cultural communication. This cross-cultural commun

14、ication is not limited to ordinary everyday communication, but also includes two-way communication of culture and information.Language is the carrier of culture and an important part of culture. Language is inseparable from culture, and culture depends on language. In his book Language and Culture,

15、the national linguist Kramchi pointed out: Language expresses, bears, and symbolizes cultural reality. Language and culture are inseparable. Intercultural communication is a two-way communication, including absorption and Spreading two parts, the two are indispensable. In the process of English lear

16、ning, college students not only learn to absorb the language, knowledge, culture, etc. of the English-speaking countries, but also shoulder the task of spreading Chinas excellent traditional culture. English is the most widely used. The international language is not only an important communication t

17、ool for us to understand the world and connect with the world, but also an important medium for the world to understand China and spread Chinas excellent culture to the world. Under the background of globalization, Chinese students English learning goals and learning The method evaluation system and

18、 the inspection methods are constantly improving and have achieved certain results. Therefore, the English language literacy and ability of Chinese students are gradually increasing, and the listening, speaking, reading and writing aspects are very large. Improve. At present, in many colleges and un

19、iversities, the teaching of American language, English teaching pays great attention to cultivating students language. Ability, English comprehensive quality, and cultural knowledge and background knowledge behind it, but there is a relative lack of awareness of developing students to pass on Chines

20、e excellent traditional culture in English.Language teaching and cultural teaching should be combined to provide students with a multi-lingual foundation and extensive cross-cultural knowledge, and the ability to apply these knowledge and skills to a variety of communication scenarios. Therefore, En

21、glish learners should not only understand English culture but ignore Chinese culture. At present, the teaching of college English is generally based on the target language - English input, mainly introducing Western culture, less involving Chinese culture and its expression, causing students and eve

22、n some teachers to encounter many difficulties and difficulties in expressing Chinese culture in English. situation. This phenomenon is called Chinese culture aphasia. This articleThe text is mainly based on the research topics of Chinese culture in college English teaching, and expounds its basic t

23、heoretical concepts. I hope that this research can be based on the rationale, research content, research methods, existing problems, etc. A preliminary understanding; then analyze and explain the necessity and importance of integrating Chinese English teaching into Chinese traditional culture; then

24、give the methods and ways of exploring Chinese culture, study it and combine it with reality; finally summarize it, and Point out the shortcomings.2. The Status Quo and Problems of College English Teaching2.1 The status quo of college English teachingThroughout the history of English teaching in Chi

25、na, the classic passages of English and American literature, the articles reflecting the culture, society and customs of the United States and the United States constitute the main body of teaching materials. Can you say that the original English is a major criterion for measuring learners English p

26、roficiency. This intensive teaching of target language ignores the input and spread of Chinese culture. In effective and equal cross-cultural communication, it is not enough to have knowledge of the target language culture. The author also found in the teaching that most students understand some Bri

27、tish and American cultures and customs, such as some Western festivals, traditions, and literary works, which can express some English cultural phenomena simply and effectively, but once students are required to introduce Chinese culture, whether it is spoken or not Expressions or written descriptio

28、ns are difficult to communicate at a deep level. In the translation training, the lack of Chinese cultural vocabulary is the most obvious. Only a few students know how to translate or interpret the words calligraphy, coupling and Chinese painting, not to mention the comparison between Chinese and fo

29、reign cultures. The long-term lack of input of mother-tongue cultural factors, many students contact with human culture, national spirit and morality in traditional culture is decreasing day by day, and the strong invasion of foreign culture has caused learners to fall into the crisis of cultural id

30、entity and eventually be assimilated by strong culture. Moreover, students homework assignments, tests, etc. are based on textbooks and classroom content, and it is impossible to strengthen the study of Chinese culture after class.At present, the university English textbooks published in China have

31、little or no elements of Chinese traditional culture. The authors of the selected articles are all Western authors. The content of the articles reflects the life and values of the West. For this situation, multi-channel development reflects China. The English textbooks of traditional cultural values

32、 have become especially important to enrich the cultural connotation of textbooks. To be aware of the importance of traditional Chinese culture teaching, Chinese traditional culture provides a large amount of language materials for English learners. Students use Chinese traditional culture to expres

33、s their views in the process of speaking English and writing English, thus enriching the theory and The connotation of writing. In the process of learning English, students use the traditional culture as the basis to objectively treat and evaluate the Western cultural content that is in contact with

34、 the learning process, and improve the sense of national identity and cultural understanding. It will not easily blindly obey or obey a foreign culture. Students can become the inheritors and disseminators of Chinas excellent culture. College students use English language as a carrier to spread Chin

35、as excellent cultural traditions and truly realize the social value of English courses.The need for student empowerment. The Syllabus for College English Courses (Revised) clearly states: Culture and language are closely related, and certain cultural background knowledge can help to improve the abil

36、ity of language application. College English Course Requirements (Trial) 2004 It is proposed that the teaching nature of college English is based on language knowledge and application skills, learning strategies and intercultural communication. It is guided by foreign language teaching theory and in

37、tegrates various teaching modes and teaching methods into one. None of this requirement clarifies the importance and necessity of cultural knowledge in college English teaching. However, in the current college English teaching, teachers will attach great importance to the study of English culture. I

38、n order to cope with the examinations of the senior high school entrance examination, college entrance examination, postgraduate entrance examination and examination, students often have correct pronunciation and vocabulary, a lot of vocabulary, and a good grammar. Skilled, but when intercultural co

39、mmunication with foreign friends, communication errors occur frequently, and the phenomenon of dumb English appears. In view of this situation, college English teachers should pay attention to the effective integration of Chinese, English and American cultural knowledge in the daily classroom teachi

40、ng activities of college English, especially the penetration of Chinese culture, in order to enhance the sensitivity of students to perceive cultural differences and to deal with cultural differences. Sex, which lays a solid foundation for improving students intercultural communication skills.2.2 Ex

41、isting problemIn the process of college English teaching, due to less class hours (4 lessons per week), there are many textbooks, and it is difficult for English teachers to explain or compare the cultural phenomena appearing in the textbooks in the teaching. If an English teacher introduces the mot

42、her tongue culture in a cultural teaching only according to his own interests and hobbies, it will inevitably lead to a misunderstanding and easy confusion. Therefore, the mother tongue culture teaching must be systematic, which can be started from both macro and micro aspects: macro The aspects mai

43、nly explain the students from the main aspects of the mother tongue culture, such as values and ways of thinking. The micro aspects analyze the cultural connotations of words, sentences and discourses, and compare them with the horizontal and vertical aspects of the target language. Enhance students

44、 sensitivity to cultural differences, enrich students knowledge of mother tongue culture, and promote knowledge balance. Over time, students not only have a panoramic impression of the mother tongue culture but also the target language culture. The students cultural ability will rise from the percep

45、tual knowledge of the surface to the deep rational understanding and guide their general communicative behavior.There is no language in teaching, and accordingly, culture does not exist. College English teaching is an organic combination of language teaching and cultural teaching. If the foundation

46、of language teaching is not well done, cultural teaching will be difficult to carry out. The guiding ideology of college English teaching has changed from learning culture from the perspective of language to teaching language from a cultural perspective does not mean the transfer of the core of coll

47、ege English teaching. The relationship between language teaching and cultural teaching should be based on language teaching, supplemented by cultural teaching, and infiltrate cultural teaching into language teaching. Cultural teaching helps to promote language teaching and is the sublimation of lang

48、uage teaching. Because the key points, methods and weights of Chinese culture must be adapted to the students English language ability, otherwise, it will become a situation in which cultural teaching is the mainstay and language teaching is supplemented. It is not advisable to introduce culture and

49、 dilute the practice of language teaching or to abandon cultural teaching for language teaching. Only by adhering to the principle of supplementing cultural teaching can we scientifically and reasonably handle the relationship between language teaching and cultural teaching.3. The Necessity and Significance of Integrating