introduction

Emphasis was placed on the importance of cultural awareness in the core literacy of the English subject, and according to the "Compulsory Education English Curriculum Standards (2022 Edition)", it was proposed that students should learn about Chinese and foreign cultures through English courses, recognize cultural differences, express value orientations, identify with Chinese culture, and have a sense of national identity and cultural confidence. The article points out that English education is not only language education, but also cultural education, aiming to cultivate students' Chinese sentiment, cultural confidence, and international perspective. The article focuses on cultivating traditional cultural awareness among middle school students through English teaching, and explores how to effectively enhance students' cognition, understanding, and inheritance ability of excellent traditional Chinese culture.

The practical issue of enhancing traditional cultural awareness in English teaching

The practical issues of enhancing traditional cultural awareness in English teaching include: 1 Teachers do not attach enough importance to cultural awareness, focusing more on language knowledge and neglecting cultural connotations, resulting in the silence of Chinese culture in English classrooms; 2. Students have insufficient understanding of the connotation of traditional culture and have a vague understanding of the spiritual core, which affects their understanding and dissemination of traditional culture; 3. The teaching methods are single, lacking in three dimensionality and correlation, which is not conducive to the cultivation of students' cultural awareness.

Practice of enhancing students' traditional cultural awareness through multi-level learning activities

Explored how to enhance students' traditional cultural awareness through multi-level learning activities under the guidance of the "Yijiao Curriculum Standards". Teachers should design activities that include three levels of learning comprehension, practical application, and transfer innovation, integrating excellent traditional Chinese culture into language learning and pragmatic activities. Through specific lesson examples, it demonstrates how to guide students from perceiving cultural knowledge to internalizing, applying, and innovating. Learning comprehension activities activate students' cultural knowledge and establish knowledge associations through image observation, reading to extract information, and peer discussion. Application practice activities guide students to analyze cultural phenomena, internalize cultural knowledge, and promote the transformation of cultural knowledge into cultural awareness through problem chains. Migration innovation activities guide students to go beyond discourse, gain a deeper understanding of cultural essence, compare similarities and differences between Chinese and foreign cultures, and enhance cultural awareness through poetry creation and information retrieval. Teachers should adhere to the combination of learning, thinking, application, and creativity, and promote students' deep understanding and appreciation of culture through logical and hierarchical problem guidance, forming correct attitudes and value judgments.

conclusion

The importance of traditional Chinese culture in middle school English teaching was emphasized, and it was pointed out that teachers need to enhance their own traditional cultural literacy, understand the concept of English learning activities, and design multi-level teaching activities. Activate students' cultural knowledge and promote the formation of cultural awareness through learning, understanding, practical application, and innovative transfer activities. This helps students understand and inherit excellent traditional Chinese culture, develop the ability to tell Chinese stories in English, and is worth exploring and trying in teaching by teachers.