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本文是一篇英语教学法论文，本研究表明：与旧课标相比，新课标对文化意识的培养要求更高，更加侧重学生价值观和必备品格的形成与发展。与旧教材相比，新教材在主题语境设置和文化内容分配上更加均衡，增加了人与自然的比重并突出了主题语境由自我到社会到自然的呈现顺序，增加了母语文化和实践类的文化内容，从而体现了新课标要求在教学中传播中国文化和在实践中内化文化知识的要求。

Chapter One  Literature Review

1.1 Definition of key concepts

This part elaborates the key concepts of this research, including key competencies of English subject and cultural awareness.

1.1.1 Definition of key competencies of English subject

China launched a key competencies project for student development in 2014. The key competencies of our country revolve closely around the requirements of “cultivating people through moral Education”, to cultivate “all-round development of people” as the core, involving three fields of cultural foundation, independent development and social participation. Cultural foundation, that is, instrumentality, includes learning to use the artificial intelligence, etc. Independent development, that is, autonomy, includes cultivating psychology, personality, etc. Social participation, that is, sociability, includes dealing with the relationship between people and people, people and society, people and countries, etc. These three fields can be further divided into six key competencies indicators of humanistic heritage, scientific spirit, learning, healthy life, responsibility, practice and innovation. For practical application, these six key competencies can be further refined into 18 basis points. Among them, the key competencies of subject are the concentrated embodiment of the value of subject education, and is the correct values concept, essential character and key competencies gradually formed by students through subject learning.

In this study, key competencies refer to the key competencies of English subject, which mainly include language ability, cultural awareness, thinking quality and learning ability. Each of these qualities is the embodiment of correct values, essential character and key competencies. In terms of their relationship, language ability is the basic element, cultural awareness is the value orientation, thinking quality is the mental representation and learning ability is the development condition. 

1.2 Studies on cultivation of cultural awareness at home and abroad

Relevant studies on cultivation of cultural awareness are summarized at home and abroad as follows.

1.2.1 Studies on cultivation of cultural awareness abroad

In foreign countries, there are few comparative studies on the cultivation of cultural awareness of the old and new textbooks of the same version, and more attention is paid to the classification of cultural content. Cultural content is classified according to different standards, which mainly includes the following two types. 

Studying the cultural content from the perspective of country is the first type.

American linguist Braj B. Kachru (1985) divides cultural content into an inner circle, outer circle, and expanding circle. The inner circle refers to the countries where English is the mother tongue or the first official language. The outer circle refers to the countries where English is the second or official language. The expanding circle refers to the countries where English is the foreign language, such as China, Russia, Japan, etc. For example, Yamada (2010) studied which countries’ culture was pr本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。