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esented in the six sets of English textbooks in Japan according to the classification of cultures of inner circle, outer circle and expanding circle. The study found that in the 1980s, the proportion of American culture exceeded that of Japanese culture in textbooks, but after the 1990s, the proportion of Japanese culture increased to 1/4. 

Chapter Two  Theoretical Basis and Methodology

2.1 Theoretical basis

This part focuses on the theories adopted in this study, which mainly include English Curriculum Standards for Ordinary Senior High Schools (2017 edition, 2020 revision) and Cheng Xiaotang’s textbook evaluation theory.

2.1.1 English Curriculum Standards for Ordinary Senior High Schools 

Curriculum standards are landmark documents that define the teaching content of relevant subjects in the form of outline. It is the embodiment of curriculum plan. It defines the teaching purposes and tasks of the subject, the scope, depth and structure of knowledge, the teaching progress and the basic requirements of the teaching method, and expounds the curriculum nature, curriculum objectives, content objectives and implementation suggestions of the subject in detail. Curriculum standards are also the basis of textbook compilation, teaching, evaluation and examination propositions, and the basis of national management and evaluation of curriculum.

The English Curriculum Standards for Ordinary Senior High Schools (2017 edition, 2020 revision), compiled under guidance of the spirit of the 19th National Congress and the Party’s educational guidelines, defines the educational objectives and content. After the improvement and promotion of the Old Curriculum Standards, the New Curriculum Standards focus on the development of students’ key competencies. 

2.2 Research questions The main questions to be discussed in this study are as follows.

1. What are the changes of the New Curriculum Standards on the cultivation of students’ cultural awareness compared with the Old Curriculum Standards? 

2. What are the similarities and differences between the old and new textbooks of PEP edition in terms of the allocation and presentation of cultural content? 

3. How do teachers use the new textbooks of PEP edition to cultivate students’ cultural awareness? 

Chapter Three  Results and Discussions ....................................... 24

3.1 Internal evaluation from curriculum standards and textbooks ........................ 24

3.1.1 Analysis and discussion of requirements on cultural awareness in the Old and New Curriculum Standards ................ 24

3.1.2. Analysis and discussion of thematic contexts in the old and new textbooks ........ 30

Conclusion .................................. 58

Chapter Three  Results and Discussions

3.1 Internal evaluation from curriculum standards and textbooks

The internal evaluation of the old and new textbooks is mainly done by analyzing, comparing and discussing the following four aspects, namely the requirements on cultural awareness in the Old and New Curriculum Standards, thematic contexts, 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。