A study on the implementation paths of culturally responsive teaching based on cultural confidence in junior high school English classrooms——taking unit 4 of grade 7 volume 1(NSE) as an example
基于文化自信的文化回应性教学在初中英语课堂的实施路径研究——以新外研版七上Unit4为例

摘要

自习总书记提出“文化自信”以来，在教育界培养具有国际视野并承担文化传承与创新使命的新青年成为了教学的重要目标之一。然而在过去的英语课堂中，出现了学生“文化失语症”的问题。因此本研究将立足于具有跨文化教学优势的初中英语课堂，探索文化回应性教学在初中课堂中对于提升学生文化自信和文化表达能力的实施路径，其中以新外研版七上Unit4为载体设计相应的教学设计，为初中英语课堂中的文化教学改革提供参考。此外，根据Earley和Ang提出的文化智力模型设计了初中生文化自信评价量表，用于文化回应性教学在课堂中的实施效果以检验学生文化自信和文化表达能力的变化。

Abstract

In response to the call for "cultural confidence," developing students' international perspective and cultural awareness has become a key educational objective. However, English teaching has long been challenged by "cultural aphasia" among learners. This study focuses on junior high school English classes—a context rich in cross-cultural potential—and explores how culturally responsive teaching can enhance students' cultural confidence and expressive competence. Using Unit 4 of the NSE Grade 7 textbook as an example, a pedagogical design is proposed to support the reform of culture-integrated English instruction. Furthermore, based on Earley and Ang’s cultural intelligence model, an evaluation scale is designed to assess the effectiveness of the teaching intervention and track changes in students’ cultural confidence and expression.