英语论文哪里有？本研究建议教师在进行阅读教学时，以英语学习活动观为指导，设计符合学生文化认知水平的教学活动。在活动中教师要给予适当的引导并充分利用现代化教学资源来帮助学生提升跨文化意识。
Chapter One Introduction
1.3 Research Significance
From the theoretical point of view,there are mainly the following three points:first of all,through three rounds of action research,this study explores the effect ofteachers’use of ABAEL in senior high school English reading teaching to cultivatestudents’cross-cultural awareness,which can provide references for future educators.Secondly,the curriculum standards put forward language ability,learning ability,thinking quality and cultural awareness as the four aspects of the core competencies ofEnglish subject,and then puts forward the ABAEL pointing to developing the fouraspects of the core competencies.This study combines cultural awareness with the ABAEL to cultivate students’cross-cultural awareness in English reading teaching.This helps to avoid the problem of separating language learning from culturalawareness.In addition,teachers are required to cultivate students’cross-culturalawareness by using the ABAEL in senior high school English reading teaching,whichis in line with the requirements of the curriculum standards and more suitable forChina’s local teaching propositions and implementation paths.Finally,the study isconducive to promoting students to enhance their cross-cultural awareness,so thatstudents can think positively and be active learners.In this study,the combination ofqualitative and quantitative methods can enhance persuasiveness and provide referencefor future researchers.
Chapter Three Research Design
3.1 Research Questions
Through questionnaire and literature review it is found that lots of students in seniorschool have low participation in English classroom activities,and it is difficult for somestudents to acquire the cultural knowledge involved in the text.In addition,before thestart of the action research,a cross-cultural awareness questionnaire test was conductedfor the students in the class.There have 30 questions in the questionnaire,and the totalscore is 150.The questionnaire mainly is aimed to test students’cross-cultural awarenessfrom three dimensions,with 10 questions for each dimension with a full score of 50.Thethree dimensions of the questionnaire are cross-cultural knowledge,cross-culturallanguage competence and cross-cultural attitude.The distribution of students’pre-questionnaire scores is shown in the table below:
Chapter Five Results and Discussion
5.1 Results
This section is to analyze the results of questionnaire,reading test paper andinterview,which mainly includes three parts.The first part is a comparative analysis ofthe pre-questionnaire and post-questionnaire,whose purpose is to observe thedevelopment of students’cross-cultural consciousness before and after the actionresearch.The second part is a comparative analysis of the pre-test and post-test,whosepurpose is to find the teaching effect of this action research.The third part analyzes theresults of the three interviews to summarize the effect of cross-cultural awarenesscultivation in senior high school English reading teaching from the perspective ofABAEL.
5.1.1 Comparative Analysis of Pre-questionnaire andPost-questionnaire
The questionnaire has a total of 30 questions,the minimum score is 30 points,themaximum score is 150 points and the qualifying standard value is 90 points.Thecross-cultural awareness questionnaire is divided into three dimensions:cross-culturalknowledge,cross-cultural language competence and cross-cultural attitude.With 10questions for each dimension,the lowest score is 10 points,the highest score is 50 pointsand the qualifying standard value is 30 points.The results of pre-questionnaire andpost-questionnaire are shown in Table 4-1 and Table 4-10.SPSS26.0 software is used tomake statistics on the pre-questionnaire and post-questionnaire scores of students in this class,and the total questionnaire scores of students in this class are analyzed.It is alsoused to analyze the changes of cross-cultural knowledge,cross-cultural language abilityand cross-cultural attitude.The paired sample T-test for students across thepre-questionnaire and post-questionnaire data is shown as follows:
5.2 Discussion on Research Question
Based on the results of questionnaire,reading test and student interview,this sectionfocuses on the discussion of the research questions of this paper.This section containsthree parts.The first part discusses the impact on students’perception of Chinese andforeign cultural knowledge from the perspective of ABAEL.The second part illustratesthe impact on students’deepening cultural understanding from the perspective ofABAEL.The third part discusses the impact on students identify with excellent culture from the perspective of ABAEL.
5.2.1 The Impact on Students’Perception of Chinese andForeign Cultural Knowledge
English reading teaching from the perspective of ABAEL can improve students’perception of Chinese and foreign cultural knowledge.It is mainly manifested in thefollowing three aspects:First of all,in the design of teaching activities,the author supplements the culturalbackground of reading materials in the lead-in and pre-reading parts,and guides studentsto actively perceive and acquire cultural knowledge in the articles.The instructionaldesign of the three rounds of action research is based on the ABAEL.The ABAELemphasizes learning under the guidance of thematic meaning,which helps students toconnect language learning with real life so as to better understand and apply languageknowledge.Based on the ABAEL,many teaching activities are designed in the learningand understanding link to guide students to actively perceive the Chinese and foreigncultural knowledge involved in the reading materials.For example,in the lead-in part ofthe first round of action research,videos of campus life of Chinese and foreign seniorhigh school students are asked to answer relevant questions.
Chapter Six Conclusion
6.1 Research Findings
This study carried out three rounds of action research by integrating the ABAELinto English reading teaching in senior high school to cultivate students’cross-culturalawareness.Through the analysis of cross-cultural awareness questionnaire,reading testpaper and interview results,the following conclusions are drawn:
Firstly,English reading teaching from the perspective of ABAEL can improvestudents’perception of Chinese and foreign cultural knowledge.In senior high schoolEnglish reading teaching,teachers can improve students’ability to perceive Chinese andforeign cultural knowledge from the aspects of teaching design and classroom teaching.On the one hand,teachers should fully understand students’knowledge level whendesigning classroom activities.Teaching activities are designed to conform to students’cognition,by means of arranging the time and order of activities reasonably.The aim isto give students sufficient time to acquire the cultural knowledge in the material.On theother hand,teachers use multimedia equipment to show interesting English culturalknowledge to enhance students’interest and class participation.Teachers should enliventhe classroom atmosphere and provide timely help to students when they encounterdifficulties.After three rounds of action research,students’ability to perceive andacquire cultural knowledge in reading materials has been significantly improved.
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