《普通高中英语课程标准（2017年版）》将文化意识纳入核心素养，旨在拓宽学生的文化视野，提升跨文化交际能力。同时，文化自信成为新时代教育的重要理念，要求学生形成正确的文化观，尊重外来文化，广泛传播本土文化。然而，研究者在实习中发现，虽然高中英语教师们逐渐认识到文化意识培养的重要性，但在实际教学中仍存在着一些问题，难以满足促进学生核心素养的整体发展。

基于此，本论文依据高中英语新课标中对文化意识的相关要求，针对如何在高中英语教学中有效融入文化教学，培养学生的文化意识开展研究，旨在解决以下问题：（1）目前在高中英语教学中培养学生的文化意识存在着怎样的问题？（2）基于新课标的高中英语教学培养学生文化意识的具体策略有哪些？

本研究采用量化研究和质性研究相结合的方法，包括教材文本分析、问卷调查、半结构化访谈和课堂观察。研究对象选自广州市某高中的高一年级350名学生和4位英语教师以及2019年版人教版教材的高中英语必修一，实验持续时间为3个月。

研究结果表明：首先，参与研究的高中生文化意识处于中等水平。学生对中外文化持开发的态度，但对外国文化和跨文化交际知识储备不足且交际能力需提升；其次，教师的文化素养和教学能力待提升，文化教学方法单一且内容过于依赖教材，缺乏实践和迁移创新层次的文化活动；最后，学校对教师培训和资源支持不足，考试导向导致文化意识培养被忽视。据此，本研究针对以上问题提出了针对性的培养策略：首先，学生应树立正确的文化学习观念，强化课后文化学习习惯；其次，教师应持续提升自身文化素养，创造性的使用教材的同时拓展课外资源，并积极探索文化教学方法；最后，学校和教育部门应加大投入，营造富有英语特色的校园文化环境，并改善结果导向的评价体系，共同推动高中英语教学中文化意识培养的有效实施。

本研究是一次针对高中英语教学中培养学生文化意识的积极探索。取得的研究结果为高中英语教学在培养学生文化意识方面提供了理论和实践参考，为未来文化意识相关领域的研究奠定了一定的基础。

General Senior High School English Curriculum Standards(2017 Edition) incorporates cultural awareness into the core competencies, with the goal of enhancing students' cross-cultural communication abilities and expanding their cultural horizons. Meanwhile, cultural confidence has become an important concept of education in the new era. It requires students to form a correct cultural outlook, treating foreign cultures rationally and widely disseminating local cultures. However, at present, despite the fact that high school English teachers are gradually recognizing the importance of cultural teaching, there are still some problems, which are unable to meet the need to promote the overall development of students' core competencies in the English subject.

Therefore, based on the relevant requirements for cultural teaching in the English new curriculum, this thesis conducts research on the most efficient ways to develop students' cultural awareness and integrate cultural teaching into high school English instruction in order to address the following issues: (1) What are the current challanges in teaching English in high schools in order to foster students’ cultural awareness? (2) What are the particular methods, in accordance with the new curriculum, to foster their cultural awareness when teaching English in high schools?

The research methodology used in this study combines quantitative and qualitative approaches, specifically including textual analysis of teaching materials, questionnaire survey, semi-structured interviews and classroom observation. The subjects of the study were selected from 350 students and four English teachers in the first year of high school in a high school in Guangzhou as well as compulsory one of People’s Education Press textbook (2019 edition). The experiment lasted for three months.

The results of the study show that, firstly, the cultural awareness of the high school students participating in the study is at an intermediate level. The students have developed attitudes towards Chinese and foreign cultures, but their knowledge of foreign cultures and intercultural communication is insufficient and their communication skills need to be improved. Secondly, the teachers' cultural literacy and teaching ability need to be improved, and their cultural teaching methods are single and overly dependent on textbooks, and they lack cultural activities at the practical and transferable level of creativity. Secondly, the schools do not have enough support for teacher training and resources, and the test-oriented approach has led to the neglect of the cultivation of cultural awareness. Accordingly, this study proposes targeted cultivation strategies to address the above problems: firstly, students should establish a correct concept of cultural learning and strengthen the habit of cultural learning after class. Secondly, teachers should continuously improve their own cultural literacy, creatively use teaching materials while expanding extracurricular resources, and actively explore cultural teaching methods. And lastly, schools and the education department should increase their investment in the creation of a campus cultural environment that is rich in English characteristics and improve the results-oriented evaluation of cultural awareness, so as to jointly promote the effective implementation of the cultivation of cultural awareness.

This study is a positive attempt to foster cultural awareness of high school students in English teaching. The teaching practice and the research results obtained provide certain theoretical significance and practical reference value in this area and lay a certain foundation for future related research.