introduction

Emphasis was placed on the importance of excellent traditional Chinese culture in national education, and it was pointed out that primary and secondary school textbooks are the key to inheriting this culture. Professor Medming emphasizes the role of textbooks in educating students, while the "Guidelines" and "Curriculum Standards" issued by the Ministry of Education both emphasize the necessity of integrating traditional culture into English curriculum. Although the Guidelines provide specific requirements for some subjects, foreign language course textbooks have not yet provided clear guidance. The implementation of the new textbook provides a background for analyzing the path of integrating traditional culture, aiming to help teachers understand the intention of textbook writing and achieve the teaching goal of cultivating moral character.

The Problems and Countermeasures of Integrating Excellent Traditional Chinese Culture into English Textbooks

Discussed the integration of excellent traditional Chinese culture into primary school English textbooks and corresponding measures. It pointed out that traditional cultural education has problems such as simple insertion, fragmented content, and insufficient systematicity, leading to superficial education. The importance of incorporating thematic content into textbooks has been emphasized, highlighting the material and spiritual forms of excellent traditional Chinese culture. Based on the "Guidelines" and "Guidelines", the selection indicators for the content of excellent traditional Chinese culture education have been proposed, which have strong operability. At the same time, it is emphasized that textbooks should effectively present excellent traditional Chinese culture, consider children's perspectives and modern aesthetics, adopt diversified design and expression methods, and creatively present traditional culture. Textbook editors can incorporate traditional culture through explicit text presentation and implicit integration of covers, illustrations, etc., to reflect the logical relationship between cultural symbols and meanings. Through language practice activities, achieve the traditional cultural education function carried by textbooks.

Research Objectives and Methods

An in-depth analysis was conducted on the integration path of Chinese excellent traditional culture education in the first volume of the third grade of three sets of primary school English textbooks published in 2024 (People's Education Press, Foreign Language Research Press, Beijing Normal University Press). By calculating the total amount of activities in the three sets of textbooks, the excellent traditional culture theme content appearing in the textbooks is counted, and the main carrier forms reflecting Chinese excellent traditional culture in the textbooks are counted according to the "Guidelines". Finally, the presentation methods (explicit and implicit) and activity requirements of excellent traditional Chinese culture in textbooks were explored.

Practice of Integrating Excellent Traditional Chinese Culture into New Foreign Language Textbooks

The three new textbooks have shown great emphasis on integrating excellent traditional Chinese culture, achieved through four aspects: theme content selection, carrier selection, presentation methods, and learning requirements. The theme content covers "self-cultivation", "family harmony", "governing the country", and "serving the world", emphasizing the transmission of ideological and cultural content of social harmony and upward goodness, and focusing on the shaping of traditional Chinese virtues such as filial piety, love for the elderly, patriotism, family, and sense of responsibility. In terms of carrier selection, the proportion of activities integrated into the A version of the textbook is about 20%, the B version is about 17%, and the C version is about 22%. It mainly uses basic knowledge and artistic and characteristic skills as important carriers, such as appellation etiquette, traditional festivals, customs and habits, calligraphy, painting, opera, etc. There are two types of presentation methods: explicit and implicit. Explicit presentation can be found in the activity discourse "Mulan" in the Appendix Act it out of the Foreign Research Press, while implicit integration can be found in the Let's learn section of Unit 2 Different Families in the People's Education Press, with the accompanying image "Capture the Week". In terms of learning requirements, the textbook guides students to understand, comprehend, internalize, and even transfer what they have learned through the design of the main text and related activities and questions. For example, Unit 1 Family in Beijing Normal University conveys the concept of "56 ethnic groups are one family" through a group photo of China's 56 ethnic groups. The textbook also includes cultural comparison activities to help students deepen their understanding and recognition of excellent traditional Chinese culture.

Conclusion and Inspiration

Emphasizing the crucial role of textbooks in cultivating students' national identity and cultural confidence, it is pointed out that the new primary school English textbooks aim to popularize excellent traditional Chinese cultural knowledge. Through cultural products and discourse activities such as festivals and customs, students can appreciate traditional culture and cultivate traditional virtues. Textbooks achieve educational functions through input and reflection, with low requirements for oral and written output abilities. Teachers should understand the selection of textbook content, carrier forms, and presentation methods in daily teaching, enhance sensitivity to traditional culture, design language practice activities, and help students internalize the values of traditional culture. For implicit integration of content, teachers can flexibly guide students to appreciate Chinese culture, enhance aesthetic standards, and achieve traditional cultural education.