Frontiers in Educational Research, 2023, 6(17); doi: 10.25236/FER.2023.061711.
Liu Yumei1, Xie Jialuo1, Xie Haiyan2
1School of Foreign Languages, Lingnan Normal University, Zhanjiang, China
2Zhanjiang No. 24 Primary School, Zhanjiang, China
Big culture community is based on the core concept that civilizations have commonalities and can complement each other. It is a recognition of common experience of human beings that goes beyond regions, countries and nations. The theme-based instruction guided by big culture community devotes to using “theme” as a clue to form differential cognition while accepting the excellent culture shared by mankind, and building a holistic, relevant and systematic knowledge network in the process of fully contacting and integrating into the practice of social life, so as to cultivate the ability to inherit excellent culture, the consciousness of thinking actively and dynamic view of knowledge.
Big Culture Community; New Theme-based English Teaching; Pedagogical Path
Liu Yumei, Xie Jialuo, Xie Haiyan. Big Culture Community and New Theme-Based English Teaching. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 58-64. https://doi.org/10.25236/FER.2023.061711.
[1] Ministry of Education of the People's Republic of China. English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) [S]. Beijing: People's Education Press, 2020, 4.
[2] Mencius, &Fang Yong ed. Mencius [M]. Zhonghua Book Company, 2010, 6.
[3] Max Weber, & Hu Jingbei ed. The Basic Concepts of Sociology [M]. Shanghai: Shanghai People's Publishing House, 2005, 65.
[4] Edward W. Said. Orientalism [M]. New York: Pantheon Books, 1978, 349.
[5] Anne Phillips. Multiculturalism without Culture [M]. Princeton: Princeton University Press, 2007, 45.
[6] Jiang Fei. A comparative study of Chinese and foreign values in the context of building a community of human destiny [J]. Ideological and Political Education Research, 2019, 35(3), 7.
[7] Fred Dervin, Interculturality in Education: A Theoretical and Methodological Toolbox [M]. London: Macmillan Publishers Ltd., 2016, 82-83.
[8] Guo Xiaochuan. Research on intercultural communication in the context of cultural identity [D]. Shanghai International Studies University, 2012.
[9] Feng Jianjun. Value Education towards a Community of Human Destiny [J]. Higher Education Research, 2018, 39(01), 1-8.
[10] He Fang, Du Ning. Internationalization of foreign language education in colleges and universities and the spread of Chinese culture to the outside world [J]. Higher Education Development and Evaluation, 2019, 35(6), 8.
[11] Wang Qiang. From comprehensive language use ability to core literacy of English subjects--new challenges of high school English curriculum reform [J]. English Teacher, 2015, 15(16), 6-7.
[12] Ying Huilan, ed. New College English (Book 1) [E]. Beijing: Foreign Language Teaching and Research Press, 1999, 1.
[13] Cheng Xiaotang. The concept and practice of English teaching based on thematic meaning inquiry [J]. Foreign Language Teaching in Primary and Secondary Schools (Secondary School), 2018, 41(10), 1-7.
[14] Liu Zhengguang, Xu Zhe, He Lan. Lide Shuren vs the Principles and Approaches for College English Materials Development: the example of "New Era Mingde College English"(Integrated Coursebook 1) [J]. Chinese Foreign Languages, 2021, 18(02), 25-32.
[15] Ministry of Education of the People's Republic of China. English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) [S]. Beijing: People's Education Press, 2020, 6.
[16] Ministry of Education of the People's Republic of China. English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) [S]. Beijing: People's Education Press, 2020, 12.
[17] Ministry of Education of the People's Republic of China. English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) [S]. Beijing: People's Education Press, 2020, 34.