普通高中英语课程标准（2017年版）不仅提出了新的课程设计构想，更是强调了包括语言能力、思维品质、学习能力、文化意识在内的英语学科核心素养，其中文化意识对学生需要习得的文化知识内容提出了详细的要求，跨文化交际能力作为文化意识的其中一个重要部分，在近些年来吸引了很多学者的关注。

    本研究从培养高中生跨文化交际能力的需要出发，结合牛新生2002年提出的对文化的分类，对人教版高中英语必修一和牛津Solutions教材Intermediate中涉及到文化主题的部分进行研究分析。主要关注了两册教材在文化内容上的选择以及文化主题教学怎样提升学生跨文化交际能力这两个问题。

    研究发现：（1）在文化内容的选择上，Solutions教材Intermediate比人教版高中英语必修一涉及的文化知识和文化种类更加全面，从文化类别来看，物质文化、精神文化、行为文化占据了大部分主题；（2）在跨文化交际能力方面，两本教材都为学生提供了丰富的文化信息，提高了文化的涵养，拓宽了学生的文化视野，在很大程度上帮助学生培养了跨文化交际能力，但都有提高的空间。

    最后，笔者在得出结论的基础上对教师文化教学和教材编撰方面提供了一些建议：作为高中英语教师，在教学过程中应该利用好教材，注重中西文化的异同，有的放矢地扩展相关文化内容；作为教材编撰者，要合理分配各文化类型的比重，选取符合时代特点的主题内容，以提升学生文化素养。

English Curriculum Standards for Senior High Schools (2017) not only puts forward a new conception of curriculum design, but also emphasizes the core literacies of the English subject including language ability, thinking quality, learning ability and cultural awareness, among which cultural awareness sets out detailed requirements for the content of cultural knowledge that students need to acquire, and intercultural communication competence, as one of the important parts of cultural awareness, has attracted the attention of many scholars in recent years.

Based on the needs of cultivating senior high school students’ intercultural communicative competence and the classification of culture put forward by Niu Xinsheng in 2002, this paper makes a research and analysis on the part concerning cultural themes in Senior High English Compulsory One published by the People’s Education Press and the Solutions Intermediate of Oxford. This paper mainly focuses on the selection of the two textbooks in terms of cultural content and how to improve students’ intercultural communicative competence in the teaching of cultural themes.

The study found that: (1) in terms of the selection of cultural content, Solutions Intermediate is more comprehensive in cultural knowledge and types of culture                   than the Senior High English Compulsory One; and in terms of cultural categories, material culture, spiritual culture and behavioural culture occupy most of the topics; (2) in terms of intercultural communication skills, both textbooks offer students with rich cultural information, improve cultural storage, broaden students’ cultural horizons, and help students develop intercultural communication skills to a large extent, but both have room for improvement.

Finally, based on the conclusions drawn, the author offers some suggestions for cultural teaching and textbook compilation: as senior high school English teachers, they should make good use of the textbooks in the teaching process, pay attention to the similarities and differences between Chinese and Western cultures, and expand the relevant cultural contents in a targeted manner; as textbook compilers, they should reasonably distribute the weight of each cultural genre and select thematic contents that are in line with the characteristics of the times in order to enhance students’ cultural literacy.