摘 要：在全球化背景下，小学英语教学不仅承担着语言技能培养的任务，更肩负着文化意识启蒙的重任。本研究旨在探讨如何通过系统化的教学设计，在小学英语课堂中有效培养学生跨文化意识。基于文化渗透理论与建构主义学习理论，选取某市三所小学共450名学生作为研究对象，采用行动研究法和问卷调查法相结合的方式，历时两年完成教学实践。研究发现，将文化元素有机融入教材内容、创设真实语境、开展主题式项目学习等策略能显著提升学生的文化敏感度和跨文化交流能力。创新之处在于构建了“三维一体”文化意识培养模式，即知识传授、情感体验与行为实践相融合，形成了可操作性强的教学框架。该模式有助于打破传统英语教学中重语言轻文化的局限，为小学英语教育提供了新的思路和方法，对推动基础外语教育改革具有重要参考价值。
关键词：跨文化意识培养；小学英语教学；文化渗透理论
Abstract：In the context of globalization, elementary English education not only bears the responsibility of cultivating language skills but also plays a crucial role in fostering cultural awareness. This study aims to explore how systematic instructional design can effectively nurture intercultural competence among primary school students in English classrooms. Grounded in the theories of cultural infiltration and constructivist learning, this research selected 450 students from three primary schools in a city as subjects, employing a combination of action research and survey methods over a two-year period. The findings indicate that integrating cultural elements into textbook content, creating authentic linguistic contexts, and implementing thematic project-based learning significantly enhance students' cultural sensitivity and intercultural communication abilities. An innovative contribution of this study is the development of a "three-dimensional integrated" model for cultural awareness cultivation, which merges knowledge transmission, emotional experience, and behavioral practice, thereby forming an operational teaching fr amework. This model helps to overcome the limitations of traditional English instruction that prioritizes language over culture, offering new perspectives and methodologies for elementary English education and contributing valuable insights to the reform of foundational foreign language education.
引言 1
一、小学英语文化意识培养的理论基础 1
(一)文化意识的内涵与意义 1
(二)小学英语教学中的文化元素 2
(三)理论对教学设计的指导 2
二、教学目标与内容设计 3
(一)文化意识培养的目标设定 3
(二)课程内容的文化融入策略 3
(三)教材选择与资源开发 4
三、教学方法与活动设计 4
(一)情境创设与文化体验 5
(二)互动式教学促进文化交流 5
(三)文化项目与实践活动 6
四、教学评价与效果反馈 6
(一)文化意识的评价标准 7
(二)多元化的评价方式 7
(三)反馈机制与持续改进 8
结论 8
参考文献 10
致谢 10
关键词：跨文化意识培养；小学英语教学；文化渗透理论
Abstract：In the context of globalization, elementary English education not only bears the responsibility of cultivating language skills but also plays a crucial role in fostering cultural awareness. This study aims to explore how systematic instructional design can effectively nurture intercultural competence among primary school students in English classrooms. Grounded in the theories of cultural infiltration and constructivist learning, this research selected 450 students from three primary schools in a city as subjects, employing a combination of action research and survey methods over a two-year period. The findings indicate that integrating cultural elements into textbook content, creating authentic linguistic contexts, and implementing thematic project-based learning significantly enhance students' cultural sensitivity and intercultural communication abilities. An innovative contribution of this study is the development of a "three-dimensional integrated" model for cultural awareness cultivation, which merges knowledge transmission, emotional experience, and behavioral practice, thereby forming an operational teaching fr amework. This model helps to overcome the limitations of traditional English instruction that prioritizes language over culture, offering new perspectives and methodologies for elementary English education and contributing valuable insights to the reform of foundational foreign language education.
Keywords: Cultivation Of Intercultural Awareness；Primary School English Teaching；Cultural Infiltration Theory
引言 1
一、小学英语文化意识培养的理论基础 1
(一)文化意识的内涵与意义 1
(二)小学英语教学中的文化元素 2
(三)理论对教学设计的指导 2
二、教学目标与内容设计 3
(一)文化意识培养的目标设定 3
(二)课程内容的文化融入策略 3
(三)教材选择与资源开发 4
三、教学方法与活动设计 4
(一)情境创设与文化体验 5
(二)互动式教学促进文化交流 5
(三)文化项目与实践活动 6
四、教学评价与效果反馈 6
(一)文化意识的评价标准 7
(二)多元化的评价方式 7
(三)反馈机制与持续改进 8
结论 8
参考文献 10
致谢 10
