在英语作为“国际性语言”和“中国文化走向世界”的时代背景下，我国的英语课程与教学不能只重视对世界的研究，还要给予本国文化足够的重视，将学生跨文化能力的培养作为重要目标。同时，英语教材是教师开展英语教学的重要工具，教材所设计的文化内容和活动，都会直接影响学生的学习效果。因此，本研究通过对人教版《PEP小学英语》和外研版新标准《英语》教材的本土文化活动设计进行分析，探究两套教材在本土文化活动的数量分布、活动内容、活动类型、活动形式、活动认知目标以及活动的体验性特征六个方面的共同点与不同点，希望能够从整体上揭示我国小学英语教材本土文化活动设计的规律、特征和可改进之处，从而为我国小学英语教材的编写与优化提供一些可供借鉴的建议，同时也给我国小学英语教师开展本土文化教学活动带来一些启示。
本研究基于Moran的文化“五要素说”、体验型文化教学模式、教育认知目标分类理论、新课标的要求，建构了小学英语教材本土文化活动设计的分析框架，着重从本土文化活动的数量分布、活动内容、活动类型、活动形式、活动的认知目标、活动的体验性特征等方面对两套我国小学英语教材进行了研究。
研究发现：（1）两套教材均在多元文化的基础上重视本土文化的融入，本土文化活动占据文化活动的主导地位，人教版教材本土文化活动数量和比例的年级分布比外研版教材更为均衡；（2）两套教材本土文化活动内容所包含的文化要素较为全面，以文化产品与国情为主，文化社群和文化个体受重视程度不高，人教版教材对于文化产品和文化观念的重视程度高于外研版教材，外研版教材对于国情和文化社群的重视程度高于人教版教材；（3）两套教材主要以文化共现语境呈现本土文化活动，主要关注不同文化的共性，人教版教材中文化共现率高于外研版教材；（4）两套教材均重视多模态化呈现本土文化活动，人教版教材更加重视音视频的作用，外研版教材更重视图片的作用；（5）两套教材本土文化活动的类型丰富多样，“体验实践类”与“情感交流类”活动居多，外研版教材五种类型的本土文化活动占比的均衡程度略高于人教版教材；（6）两套教材的本土文化活动的主要形式为兼顾输入输出型，与人教版教材相比，外研版教材的输入型活动和输出型活动的比例更为平衡；（7）两套教材中认知目标为“知道”“理解”与“描述”的本土文化活动均占主导地位，外研版教材相比人教版教材本土文化活动涵盖的认知目标层级更加全面，阶段性更强，并且在高层级的本土文化活动认知目标上的要求高于人教版教材；（8）两套教材本土文化活动整体的体验性不突出，但随着年级的升高而增强，外研版教材本土文化活动的体验性略强，并且在高年级教材中更加关注本土文化活动的体验性。

基于结果，本研究提出若干建议，在教材编写与优化方面：建议（1）在本土文化活动内容中加入更多样化的文化要素；（2）协调输入型和输出型本土文化活动的比率；（3）强化本土文化活动的体验性。在教材使用与教学实施方面：建议（1）充分依据教材本土文化活动设计开展本土文化教学活动；（2）对教材本土文化内容做出适当的调整与补充；（3）重视文化观念对学生的影响。

In the context of English as an “international language” and “Chinese culture going global”, our English education should pay attention to both the study of the world and the understanding of native culture. We need to enhance our students’ intercultural communication skills so that they can tell Chinese stories to the world. At the same time, textbooks are the basis for teachers to carry out teaching plan. Therefore, the cultural content and the design of cultural activities in the textbooks have a direct impact on learning outcomes. By analysing the design of native cultural activities in two editions of Chinese primary school English textbooks, this study hopes to reveal the design patterns of native cultural activities in primary school English textbooks, and try to identify the patterns, features and things on textbooks that can be improves, so as to provide some advice that can be drawn on for the design and revision of English textbooks of China, as well as to give primary school English teachers some insights into the practice of cultural activities in the classroom.
Based on Moran's “five elements of culture”, the experiential culture teaching model, the cognitive goal classification theory of education, and the requirements in English Curriculum Standards for Compulsory Education(2022edition), this study constructs an analytical framework for the design of native cultural activities in primary school English textbooks, focusing on the distribution of the number, the content, the types, the forms, the cognitive goals of the activities, and the experiential characteristics of the activities.
The study found that:(1) Both sets of textbooks value the integration of local culture on the basis of multiculturalism, with local cultural activities dominating cultural activities, the number and proportion of native cultural activities in the PEP being more evenly distributed by grade than in the New Standard; (2) the cultural elements included in the content of native cultural activities in both are comprehensive, with cultural products and national conditions being the main ones, and cultural communities and cultural individuals being given less importance; (3) both mainly present native cultural activities in the context of cultural co-occurrence, focusing mainly on the commonalities of different cultures, and the co-occurrence rate of culture is higher in the PEP than in the New Standard; (4) both emphasise multimodal presentation of activities, with the PEP placing more emphasis on the role of audio and video, and the New Standard placing more emphasis on the role of pictures; (5) the types of native cultural activities in both are rich and varied, with “experiential practice” and “emotional communication” activities predominating, and the New Standard placing more emphasis on the role of pictures;(6) the main form of native cultural activities in both is contain the input and output of native cultural information, with a more balanced ratio of input and output activities in the New Standard than in the PEP; (7) the cognitive objectives of “know” “understand” and “describe”dominate the native culture activities in both sets of textbooks;(8) the overall experiential nature of the native cultural activities in both sets of textbooks is not outstanding but increases as the grade level rises, with the New Standard being slightly more experiential and paying more attention to the experiential nature of the native cultural activities in the upper grades.
Based on the results, the study also gives a number of recommendations. In terms of the development of teaching materials: (1) to include more diverse cultural elements in the content of native culture activities; (2) to harmonise the ratio of input and output activities and add more forms of native culture activities; (3) to strengthen the experiential nature of native culture activities. In terms of teaching: (1) to teach native culture activities based on the design of native culture activities in teaching materials; (2) to adapt and supplement the native culture content of teaching materials; (3) to emphasise the influence of cultural concepts on students.