Theoretical Framework and Pathway Optimization for Cultivating Cultural Awareness in High School English Reading Instruction

Abstract

Cultural awareness, as a core component of senior high school English key competencies, is essential for enhancing students' intercultural communicative competence in the context of globalization. Based on intercultural communication theory, cultural adaptation theory, and constructivism, this study conducts a systematic theoretical analysis of the cultural awareness cultivation in senior high school English reading teaching. It explores the inherent contradictions and realistic dilemmas in the current cultivation process from the perspectives of curriculum standards, teaching logic, and cognitive laws, and constructs a multi-dimensional and systematic cultivation path. The study holds that the core of cultural awareness cultivation lies in realizing the organic integration of language teaching and cultural teaching, and proposes optimization strategies from three levels: theoretical guidance, teaching practice, and cognitive reconstruction. This study enriches the theoretical system of cultural awareness cultivation in English reading teaching and provides theoretical reference for promoting the in-depth development of senior high school English teaching reform.