(B) modern knowledge learning concept

Rumelhart and Norman( 1978) point out that knowledge can be acquired in three ways: schema accumulation, schema adjustment and schema reconstruction. Accumulation means that when the new knowledge is consistent with the original knowledge, the new knowledge is absorbed into the original schema; Adjustment means adapting to new knowledge and adjusting the original schema; Reconstruction is to break the original schema, create a new schema, and the schema has undergone qualitative changes. From the viewpoint of construction, knowledge learning can be divided into three stages: knowledge generation and understanding, integration and deepening, migration and application. Feng Zhongliang (2000) believes that the mastery of knowledge goes through three stages: understanding, consolidation and application, and intuition and generalization are the core to realize these three stages.

(C) the concept of modern culture teaching

Byron (1997, quoted from Chen Junsen, 2006) put forward a famous ICC culture teaching model, which includes four interrelated and mutually supportive elements: language learning, language awareness, cultural awareness and cross-cultural perspective. He Gao (1997) pointed out that the goal of foreign language education is to cultivate students' social and cultural abilities, including language ability, pragmatic ability and sublation ability. Patrick(2003) pointed out that true cross-cultural awareness and ability can only be acquired through experience. Experiential learning cycle has four stages: cognitive style, cognitive content, cognitive reason and cognitive self. In short, the purpose of modern culture teaching has changed from understanding social and cultural customs to cultural understanding and acquiring cross-cultural awareness and ability, the teaching perspective has changed from a single target language culture to the interaction between mother tongue culture and foreign culture, and the teaching methods have changed from teaching and memorizing to practice and experience.

Fourthly, the process and method of cultivating cultural awareness in English reading teaching.

The preparation of cultural knowledge learning, the understanding and exploration of cultural concepts and the practice of cross-cultural communication are the processes and methods of cultural awareness construction in English reading teaching.

(A) cultural knowledge learning preparation

The activities before reading belong to the first stage of cultural consciousness construction, that is, the preparatory stage of cultural knowledge learning. At this stage, through a series of pre-reading activities, we are prepared to learn the necessary cultural knowledge from the aspects of knowledge, psychology and ability.

1. Create audio-visual situations to stimulate learning motivation.

Interest makes learners have a positive and lasting tendency to pay attention to the learning content and learn actively and happily. Vivid and interesting audio-visual situations have strong sensory stimulation for students and stimulate students' strong reading motivation. For example, the cultural theme of the first module of Jiangsu Oxford Senior High School English (hereinafter referred to as Oxford) is the different school life in Britain and China. Reading before teaching: British school life, using multimedia to create a vivid learning and living situation in British school campus: the beautiful and unique campus architecture and environmental culture make students admire, the classroom learning culture with different styles arouses students' strong curiosity, and the colorful extracurricular life culture fascinates students. Students are emotional and have a strong interest and desire for reading, which makes them psychologically prepared for learning cultural knowledge.

2. Discuss and exchange, and build a knowledge ladder.

Before reading, carry out cultural topic discussion and exchange activities, activate students' original schemas related to cultural topics, make them actively interact with the cultural knowledge to be learned, and actively construct new schemas. At the same time, * * * enjoys the existing knowledge and experience, paving the way for knowledge construction. For example, the cultural theme of the second unit of the first module of Oxford is the relationship between Chinese and American parents and children. Before teaching reading: stay at home alone and organize students to use what you know about the relationship between American parents and their teenagers? Carry out discussion and exchange activities on topics, which let students know that American parents and children are more like equal friends, American children have more freedom of choice, American parents are tolerant and caring for their children, and cultivate their self-confidence through encouragement. , to build a ladder for cultural knowledge learning.

3. Predict cultural content and develop thinking ability.

Carry out forecasting activities before reading to predict the reading content, stimulate students' rich imagination, and train students' ability to boldly infer unknown information by using known information through reasonable imagination. This not only helps students to actively construct cultural knowledge, but also helps them to develop innovative thinking ability. For example, the cultural theme of Unit 3 of Module 1 of Oxford University is the different views of beauty and health in western countries and China. Before teaching reading: eager to get thinner, ask students to use what they want to talk about in the following email? Taking guessing the cultural content of the text as the topic, students' guessing involves the standard of beauty, the way to obtain beauty, the relationship between health and beauty, etc. This activity develops students' imagination and thinking ability.

(B) to explore and understand cultural concepts

The activities in reading belong to the second stage of cultural consciousness construction, that is, the stage of exploring and understanding cultural concepts. A series of reading activities at this stage will help students learn cultural knowledge, thoroughly understand cultural concepts and enhance cultural sensitivity.

1. Skimming-Grasping the Cultural Theme

Autonomous reading is the basis for students to discover, analyze and explore cultural connotations. Under the guidance of the task, students use skimming strategy to read from top to bottom, verify and confirm pre-reading guesses, and actively construct the cultural theme of the text. For example, the task of reading Unit 1 of Module 2 of Oxford University is to please tell us what Americans think of the missing boy who skipped a class. After skimming the full text, students grasp the cultural theme of the text, that is, different people have different views on this case.

2. Close reading-sorting out cultural details

Students should not only grasp cultural themes, but also use intensive reading strategies to read from bottom to top. By analyzing, thinking and using learning tools, they can clear up language barriers, clarify cultural details and construct clear and complete cultural knowledge. For example, after skimming the third module, Unit 2, Reading: English and its History in Oxford University, students are required to read the text carefully and actively explore the formation process and characteristics of old English, middle English and modern English under the guidance of tasks.

3. Cooperation-exploring cultural issues

For the problems that students can't solve in the process of independent reading, they need to cooperate with their peers to explore, solve cultural problems in discussion and exchange, and make progress together. Students also cooperate with teachers to explore and solve problems. For problems that teachers and students can't solve temporarily, encourage students to accumulate more knowledge to study and explore. For example, when studying Module 2, Unit 3, Reading: The Curse of the Oxford Mummy, the origin, content and influence of the curse of the mummy were clarified through students' independent inquiry, students' life and teachers' cooperation. However, it is still a mystery whether the death of members of the howard carter expedition is necessarily related to it. At this time, teachers should encourage students to learn more scientific knowledge to solve this mystery.

4. Contrast-Understanding Cultural Differences

The obstacle of cross-cultural communication is cultural difference. Cultural comparative analysis can help students understand the similarities and differences between the two cultures more accurately, deeply understand Chinese and foreign cultures, deepen their understanding of foreign cultural concepts and improve their cultural sensitivity. For example, when studying the third module of Oxford, Reading: Lost Civilization, we can deepen our understanding of the similarities and differences between ancient China culture and ancient Rome culture by designing tables (see table 1).