世界范围内人口的便捷流动以及信息化带来的共享虚拟世界，使得人们大都工作和生活在多元文化环境之中，跨文化交际已经成为人类社会生活中不可或缺的一部分。发展跨文化交际能力既是国家人才培养的需求，也是个人发展的关键能力之一。语言是文化的载体，外语教育中不仅要发展学生的语言知识和语言技能，也应该帮助学生掌握语言背后所蕴藏的文化内涵，培养正确的跨文化态度，发展有效的跨文化技能，为其将来成为一个跨文化交际者打下坚实的基础，正如《普通高中英语课程标准》（以下简称《课程标准》）中强调要培养具有中国情怀、国际视野和跨文化交际能力的社会主义建设者和接班人。本研究以《课程标准》、戴晓东和陈国明的跨文化交际能力模型为指导，运用内容分析法，分析外研版高中英语教科书（修订版）中的跨文化交际能力要素。为厘清这一核心问题，本研究提出了以下三个子问题：

（1）在认知层面，教科书中提供了哪些文化知识？呈现出什么样的特点？

（2）在情感层面，教科书中通过哪些学习活动培养学生的情感态度？具有什么特点？

（3）在行为层面，教科书中通过哪些学习活动培养学生的行为技能？具有什么特点？

研究发现，外研版教科书重视跨文化交际能力的建构与发展，从认知、情感、行为三个层面综合培养学生的跨文化交际能力。（1）在认知层面，教科书中呈现了丰富的中外文化知识，且呈现方式具有多样性，同时较为重视中外文化的对比。不足之处在于文化内容选取不均衡，未能完全满足《课程标准》的要求，具体表现在中外传统节日对比、英汉成语和俗语对比较少，以及对英美等国家主要大众传播媒体及其价值取向、英语典故和传说、英美等国家的交际礼俗、中外人民对待朋友和友谊的差异、英美等国家的代表性动植物等方面的介绍较少或不够深入。（2）在情感层面，教科书注重培养学生对外国文化开放、欣赏、移情的态度，增强学生对中国文化的认同，加深对人类命运相互联系的理解，将文化知识内化为正确的文化价值观和有利于国家、个人发展的跨文化态度。（3）在行为层面，教科书注重发展学生展开建设性争论和传播中国文化的能力，但在非语言技能、和睦建构技能两方面有所不足。具体表现在对非语言技能的介绍和练习较少，且未以跨文化交际为背景；另外，在问候、介绍、告别、感谢等语用知识以及语用策略方面有所忽略。

最后，本文提出研究启示，以期为教科书的修订和使用提供一些参考。教科书的编写应该更充分地尊重《课程标准》的要求，补充对所缺少内容的介绍和练习。教师首先需要对跨文化交际能力以及教科书中如何培养这种能力形成全面而深刻的认识；其次，根据实际教学环境灵活运用教科书，适当补充教科书中所缺乏的内容，或引导学生进行自主探究；同时，要善于挖掘和利用教科书中的文化元素，引导学生思考其寓意和背后的文化内涵；另外，重视学生情感和技能的培养，全面发展学生的跨文化交际能力。

The easy flow of population worldwide and the shared virtual world brought about by acquiring information means that people work and live in a multicultural environment. Intercultural communication has become an inevitable part of social life. Developing intercultural communication competence (ICC) is not only a requirement of language training nationally, but is also one of the key competencies needed for personal development. Language is the transporter of culture. Foreign language education not only develops students' language skills, but it also helps students understand the cultural connotations of the language. It creates positive intercultural attitudes and develops effective intercultural skills to build a solid foundation for becoming the intercultural speakers of the future. English Curriculum Standards for Senior High School, hereinafter referred to as Curriculum Standards, emphasizes that English Curriculum should cultivate patriotic, socialist builders and successors who have an international outlook and ICC. Guided by Curriculum Standards as well as Dai and Chen’s model of ICC, this study employs the content analysis method to analyze the elements of ICC in New Standard English (NSE). In order to clarify this core issue, the following three sub-questions are proposed:

(1) In relation to cognitive dimension, what kinds of cultural knowledge are provided in NSE? What are the characteristics?

(2) In relation to the affective dimension, what activities are included in NSE to cultivate students' attitudes? What are the characteristics?

(3) In relation to the behavioral dimension, what activities are included in NSE to develop students' skills? What are the characteristics?

It has been noted that NSE attaches importance to the construction and development of ICC and comprehensively develops students' ICC from the three dimensions of cognition, affectation and behavior. (1) In relation to the cognitive dimension, NSE presents a wealth of Chinese and foreign culture in a variety of ways and emphasizes the comparison between Chinese and foreign culture. But NSE lacks a balanced selection of cultural content and so fails to fully meet the requirements of Curriculum Standards. It is specifically manifested in the comparison of traditional Chinese and foreign festivals, in the comparison of English and Chinese idioms and slang expressions, in the mass media and their value orientations in foreign countries, in English allusions and legends, in etiquette, in the different views of friendship between Chinese and foreigners, and in the representative flora and fauna in foreign countries. (2) In relation to the affective dimension, NSE stresses cultivating students' openness, appreciation and empathy towards foreign cultures, enhancing the recognition of Chinese culture and expanding the understanding of the interconnectedness of human destiny. This serves to internalize cultural knowledge into correct cultural values and intercultural attitudes which are advantageous for national and personal development. (3) In relation to the behavioral dimension, NSE attaches importance to the development of creative debating skills and Chinese culture spreading skills. But it is inadequate to the development of non-verbal skills and rapport-building skills. To be specific, there is an absence of the introduction and practice of non-verbal skills based on intercultural backgrounds. In addition, pragmatic knowledge including greetings, introductions, farewells and expressions of gratitude, as well as pragmatic strategies are ignored in NSE.

Finally, suggestions are put forward to provide references for the revision and use of NSE. These content and practical deficiencies can be supplemented with other materials to fully meet the requirements of Curriculum Standards. English teachers need to form a comprehensive and profound understanding of ICC and the development of ICC in NSE. They can use NSE flexibly and supplement what is lacking with appropriate materials or guide students to explore this independently. At the same time, they need to discover and take full advantage of the cultural elements in NSE and direct students to think about its connotation. In addition, teachers should pay attention to the cultivation of students' attitudes and skills to facilitate the development of their ICC comprehensively.