中文摘要
《高中英语新课程标准》重视学生的跨文化交际意识，要求高中英语教师抓住和创造机会来培养学生的跨文化交际能力。然而，目前的英语课堂严重缺乏此类内容。即使少数教师愿意花费珍贵的课上时间来安排此类课程，在实施过程中也存在许多问题。因此，高中英语跨文化交际课程切待改善。
本论文正是在这样的背景下产生，也致力于帮助解决诸上的问题。本论文首先分析了跨文化交际的重要性和现阶段高中生跨文化交际教学中存在的问题，然后介绍了跨文化交际的定义、起因、内容和树立跨文化交际意识的诸多好处，然后系统阐明了高中生的学习特点、交流特点和跨文化意识特点。最后，提出了四点解决目前困境的建议和策略。
关键字：跨文化交际意识；高中生；问题和策略
Abstract
The New English Curriculum for senior high school puts great stress on the consciousness of cross-culture communication and it asks English teachers to seize and create chances to develop senior high school students’ cross-cultural abilities and skills. But compared with the requirement, the current conditions of this kind teaching are far away from satisfaction including not enough teaching hours and single learning material and teaching technique. So, related improving strategies are badly needed.
This study is just one of this kind. It firstly introduces the study background, purpose and significance. Then it describes the term of cross-cultural communication consciousness including its definition, its origin, its aspects and its advantages and characteristics of senior high school students containing their learning, communicative and cross-cultural consciousness’s characteristics. Finally , the paper offers four pieces of conducting strategies.
Keywords: cross-cultural communication consciousness; senior high school students; problems and strategies
Table of Content
中文摘要 I
Abstract II
Table of Content III
1.Introduction 1
1.1 Research Background 1
1.1.1 Cross-cultural Competence in New English Curriculum 1
1.1.2 Conditions of Cross-cultural Teaching for Senior High School students 1
1.2 Research Purpose 2
1.3 Research Significance 2
2. Literature Review 2
2.1 Cross-cultural Communication 2
2.1.1 Definition 2
2.1.2 Origin 2
2.1.3 Aspects 3
2.1.4 Benefits 3
2.2 Characteristics of Senior High School Students 4
2.2.1 Learning Characteristics 4
2.2.2 Communicative Characteristics 4
2.2.3 Cross-cultural Consciousness 4
3. Strategies on Developing Cross-cultural Consciousness and Abilities 4
3.1 Introducing Different Cultures 5
3.2 Importing Foreign Sources 5
3.3 Employing Comparison Teaching method 5
3.4 Using Various Kinds of Learning Materials 6
Conclusion 7
References 8
Appendix 9
Appendix I 9
Appendix II 11
