Abstract The National English Curriculum Standards require that in English teaching and English learning processes, culture is an important element。 So, the question arises: Do primary school EFL classes in China include the teaching of cultural understandings of the western world?

Urbanization is an irreversible process and how to make those new generations of local land-lost peasantry and migrant workers adapt to city and city life is a problem。 As to primary school, providing suitable and systematic primary education is a good way to cause a silent and transforming influence on them, so do English education。 90387

This study explores the current status of integrative culture teaching in primary EFL classes, with specific attention to the teaching of 4 specific cultural concepts, i。e。 respect, freedom, law and equality。 The guiding research questions are: 1) What is the occurrence frequency and detailed content about the above-mentioned western cultural concepts in PEP the English textbook series published by People’s Education Press Ltd。 and Lingo Learning Inc。(2011)? 2) What are the teachers’ attitudes and students’ perception about these cultural concepts? 3) Whether and what problems may exist in integrative culture teaching in current primary EFL classes, as evidenced by the analyses of textbook series and collected questionnaires? The research site is laid down on the schools which are located at the industrially advanced township。

The research methods employed in this research, included: 1) detailed analysis of PEP (2011), Volume 3A and 6B in order to the frequency of occurrences and contents on western culture, especially the four core concepts mentioned above based National English Curriculum Standards published in 2011; 2) Two questionnaires: distributed to C primary school and N primary school, many of whose students are new generations of local land-lost peasantry and migrant workers。 12 English teachers and 120 students participated in the questionnaires。 

Data analyses indicate that there are some problems in this area in the present textbooks, as well as lack of cultural awareness among EFL teachers’。 The thesis ended with some suggestions on how to improve cultural integrative teaching in EFL classes。

Key word: western cultural concepts, infiltrate, English language teaching, urban-rural gap

小学英语教学中特定文化意识教学情况研究—以C小学与B小学为例

摘  要

于2011年发布实行的义务教育英语课程标准中对英语课程内语言技能、语言知识、情感态度、学习策略和文化意识等五个方面分别提出了要求，其中英语课程中的文化意识教学成为不可忽视的一个重要部分。但是，在现实教学中，多数小学依旧把语言技能和语言知识作为英语课堂的主要内容，并未对文化意识在英语教学中的重要性引起足够重视。

随着中国城镇化的不断推进，聚集居住在发达城市工业区的外来务工子女以及失地农民后代对义务教育段的文化教育提出了特殊的要求，因此义务教育中特定文化意识教学成为学校日常教学同时也是英语教学中不可忽视的重要方面。

本文将着重对四个特定的文化意识因素（尊重、自由、法律和平等）在英语课堂中的渗透情况进行分析，同时收集相关数据以回答以下研究问题：1 统计和分析人教版小学英语课本中有关尊重、自由、法律和平等等文化内涵出现的频率以及具体内容；2调查某两所小学在职英语教师和在读学生对英语课程中文化教学的看法以及想法；3通过对人教版小学英语教材分析和师生问卷调查的研究，发现小学英语课程文化意识教学中存在的问题。以上调查重点落脚在发达城市工业聚集区同时也是外来务工随行子女和失地农民后代集中区，本文对此类地区小学英语教学现状进行分析，提出相关建议。