摘 要
本文旨在探讨文化融入在小学英语教学中的重要性及其存在的问题与提升策略。首先概述了文化融入的定义、特点及理论基础，强调其在英语教学中的不可或缺性。接着分析了文化融入对于提升学生跨文化交际能力、增强学习兴趣与动力以及促进思维发展与创新能力的重要作用。然而，当前小学英语教学中文化融入存在依赖传统讲授法、缺乏情境模拟、教师过于重视成绩以及教材内容缺乏整体性等问题。针对这些问题，本文提出了翻转课堂模式、创建模拟情境、强调过程评价以及整合文化资源等策略，以期提升小学英语教学文化融入的效果。通过本研究，期望能为小学英语教学实践提供有益的理论指导与实践参考，进一步推动小学英语教学中文化融入的深度与广度。
关键词：小学英语教学；文化融入；文化意识
Abstract
This paper aims to explore the importance of culture integration in primary school English teaching and its existing problems and promotion strategies. Firstly, it summarizes the definition, characteristics and theoretical basis of cultural integration, and emphasizes its indispensable necessity in English teaching. Then it analyzes the important role of cultural integration in improving students' cross-cultural communication ability, enhancing learning interest and motivation, and promoting thinking development and innovation ability. However, there are some problems in the cultural integration of primary school English teaching, such as relying on traditional teaching method, lack of situational simulation, teachers pay too much attention to achievements and lack of integrity in the content of teaching materials. In view of these problems, this paper puts forward the strategies of flipping classroom mode, creating simulation situation, emphasizing process evaluation and integrating cultural resources, in order to improve the effect of the integration of primary school English teaching culture. Through this study, it is expected to provide beneficial theoretical guidance and practical reference for primary school English teaching practice, and further promote the depth and breadth of cultural integration in primary school English teaching.
Key words: English teaching in primary schools; cultural integration; cultural consciousness
目 录
一、引言 1
二、文化融入相关概述 1
（一）文化融入的定义 1
（二）文化融入的特点 2
（三）文化融入的理论基础 2
三、文化融入在小学英语教学中的重要性 2
（一）提升学生跨文化交际能力 2
（二）增强学习兴趣与动力 3
（三）促进思维发展与创新能力 3
四、小学英语教学文化融入存在的问题分析 4
（一）依赖传统讲授法 4
（二）缺乏情境模拟 4
（三）教师过于重视成绩 5
（四）教材内容缺乏整体性 5
五、提升小学英语教学文化融入效果的策略 5
（一）翻转课堂模式 5
（二）创建模拟情境 6
（三）强调过程评价 6
（四）整合文化资源 7
结论 7
参考文献 8
致谢 8
