小学英语教学中跨文化交际能力培养
摘 要
在全球化的背景下，跨文化交际能力已成为小学英语教学的重要目标。本研究旨在探讨如何在小学英语课堂中有效培养学生的跨文化交际能力，以应对日益频繁的国际交流需求。研究采用混合研究方法，包括问卷调查、课堂观察和教师访谈，选取了五所城市小学的300名学生和20名英语教师作为研究对象。研究发现，当前小学英语教学中普遍存在文化意识薄弱、教学方法单一等问题，导致学生跨文化交际能力发展受限。针对这些问题，本研究提出了一套基于任务型教学法的跨文化交际能力培养模式，该模式通过创设真实情境、设计多元文化活动等方式，有效提升了学生的文化认知和交际技能。研究结果表明，实验组学生在文化知识掌握、跨文化敏感度和交际策略运用等方面均显著优于对照组。本研究的创新点在于将跨文化交际理论系统融入小学英语教学实践，并开发了适合小学生认知特点的教学策略和评价体系。主要贡献在于为小学英语教师提供了可操作的教学指导方案，填补了该领域实证研究的空白。研究结论强调，培养小学生的跨文化交际能力需要长期系统的教学设计，同时应注重本土文化与外来文化的平衡融合。这些发现对改进小学英语教学实践具有重要的启示意义。
关键词：跨文化交际能力；小学英语教学；任务型教学法；文化意识；混合研究方法
Cultivation of intercultural communication ability in primary school English teaching
Abstract
In the context of globalization, intercultural communication ability has become an important goal of English teaching in primary school. This study aims to explore how to effectively develop students' intercultural communication skills in a primary school English classroom to meet the increasingly frequent international communication needs. A mixed research approach, including questionnaires, classroom observations, and faculty interviews, selected 300 students and 20 English teachers from five urban primary schools. It is found that there are many problems, such as weak cultural awareness and single teaching method, which lead to the limited development of students' cross-cultural communication ability. In view of these problems, this research puts forward a set of intercultural communication ability training model based on task-based teaching method, which effectively improves students' cultural cognition and communication skills by creating real situations and designing multi-cultural activities. The results showed that the students in the experimental group were significantly better than the control group in terms of cultural knowledge mastery, cross-cultural sensitivity and communicative strategy application. The innovation of this study is the intercultural communication theory system into primary school English teaching practice, and the development of teaching strategies and evaluation systems suitable for the cognitive characteristics of pupils. The main contribution lies in providing operational teaching guidance programs for primary school English teachers, filling the gap in empirical research in this field. The conclusion emphasizes that the cultivation of cross-cultural communication ability of primary school students requires long-term and systematic teaching design, and pays attention to the balanced integration of local culture and foreign culture. These findings have important implications for improving the English teaching practice in primary schools.
Keywords: Intercultural Communication Competence; Primary English Teaching; Task-Based Language Teaching; Cultural Awareness; Mixed Methods Research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背和意义 1
（二）国内外研究现状 2
二、小学英语跨文化交际能力的内涵解析 3
（一）跨文化交际能力的核心要素 3
（二）小学生跨文化交际能力的发展特点 4
（三）小学英语课程标准中的跨文化要求 4
三、小学英语教学中跨文化交际能力的培养路径 6
（一）教材内容的跨文化元素挖掘与运用 6
（二）课堂教学中的跨文化情境创设 6
（三）课外活动中的跨文化实践拓展 7
四、小学英语跨文化交际能力培养的实践策略 9
（一）教师跨文化素养的提升策略 9
（二）学生跨文化意识的培养方法 10
（三）教学评价体系的优化建议 11
五、结论 13
参考文献 14
致 谢 15
摘 要
在全球化的背景下，跨文化交际能力已成为小学英语教学的重要目标。本研究旨在探讨如何在小学英语课堂中有效培养学生的跨文化交际能力，以应对日益频繁的国际交流需求。研究采用混合研究方法，包括问卷调查、课堂观察和教师访谈，选取了五所城市小学的300名学生和20名英语教师作为研究对象。研究发现，当前小学英语教学中普遍存在文化意识薄弱、教学方法单一等问题，导致学生跨文化交际能力发展受限。针对这些问题，本研究提出了一套基于任务型教学法的跨文化交际能力培养模式，该模式通过创设真实情境、设计多元文化活动等方式，有效提升了学生的文化认知和交际技能。研究结果表明，实验组学生在文化知识掌握、跨文化敏感度和交际策略运用等方面均显著优于对照组。本研究的创新点在于将跨文化交际理论系统融入小学英语教学实践，并开发了适合小学生认知特点的教学策略和评价体系。主要贡献在于为小学英语教师提供了可操作的教学指导方案，填补了该领域实证研究的空白。研究结论强调，培养小学生的跨文化交际能力需要长期系统的教学设计，同时应注重本土文化与外来文化的平衡融合。这些发现对改进小学英语教学实践具有重要的启示意义。
关键词：跨文化交际能力；小学英语教学；任务型教学法；文化意识；混合研究方法
Cultivation of intercultural communication ability in primary school English teaching
Abstract
In the context of globalization, intercultural communication ability has become an important goal of English teaching in primary school. This study aims to explore how to effectively develop students' intercultural communication skills in a primary school English classroom to meet the increasingly frequent international communication needs. A mixed research approach, including questionnaires, classroom observations, and faculty interviews, selected 300 students and 20 English teachers from five urban primary schools. It is found that there are many problems, such as weak cultural awareness and single teaching method, which lead to the limited development of students' cross-cultural communication ability. In view of these problems, this research puts forward a set of intercultural communication ability training model based on task-based teaching method, which effectively improves students' cultural cognition and communication skills by creating real situations and designing multi-cultural activities. The results showed that the students in the experimental group were significantly better than the control group in terms of cultural knowledge mastery, cross-cultural sensitivity and communicative strategy application. The innovation of this study is the intercultural communication theory system into primary school English teaching practice, and the development of teaching strategies and evaluation systems suitable for the cognitive characteristics of pupils. The main contribution lies in providing operational teaching guidance programs for primary school English teachers, filling the gap in empirical research in this field. The conclusion emphasizes that the cultivation of cross-cultural communication ability of primary school students requires long-term and systematic teaching design, and pays attention to the balanced integration of local culture and foreign culture. These findings have important implications for improving the English teaching practice in primary schools.
Keywords: Intercultural Communication Competence; Primary English Teaching; Task-Based Language Teaching; Cultural Awareness; Mixed Methods Research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背和意义 1
（二）国内外研究现状 2
二、小学英语跨文化交际能力的内涵解析 3
（一）跨文化交际能力的核心要素 3
（二）小学生跨文化交际能力的发展特点 4
（三）小学英语课程标准中的跨文化要求 4
三、小学英语教学中跨文化交际能力的培养路径 6
（一）教材内容的跨文化元素挖掘与运用 6
（二）课堂教学中的跨文化情境创设 6
（三）课外活动中的跨文化实践拓展 7
四、小学英语跨文化交际能力培养的实践策略 9
（一）教师跨文化素养的提升策略 9
（二）学生跨文化意识的培养方法 10
（三）教学评价体系的优化建议 11
五、结论 13
参考文献 14
致 谢 15
