随着人们对语言和文化的相互依存关系以及培养学生跨文化交流能力的必要性的认识不断加深，文化意识已在现代语言教学中占据重要地位。《普通高中英语课程标准（2017版）》（以下简称《新课标》）将文化意识列为英语学科核心素养之一，肯定了文化意识在英语学习中的重要性。《新课标》是高中英语新教材编写的主要参考来源，因此有必要从《新课标》下文化意识视角对教材进行分析。
       本研究根据前人研究和《新课标》中与文化意识培养有关的规定，梳理出了用于分析文化知识和文化活动的三个框架，采用内容分析法，对北师大版高中英语选择性必修（2019版）4本教材进行分析，主要解决以下问题：1. 北师大版高中英语选择性必修教材（2019版）呈现了哪些文化知识？2.不同类型的文化知识在多大程度上得到了体现？3.这些文化知识是否符合《新课标》的要求？4. 北师大版高中英语选择性必修教材（2019版）为培养文化意识设计了哪些类型的活动？5.这些活动是如何组合以培养文化意识的？
       研究发现，教材提供了丰富多样的中外文化知识，除了包含《新课标》规定的选择性必修阶段的文化知识外，还包括未提及的文化知识，如中外名人。教材中体现的文化知识基本满足《新课标》的要求，而不同类型的文化知识在教材中的呈现不均衡，部分类型的文化知识鲜有介绍。在与文化相关的学习活动方面，教材从认知、态度、行为三个层面设计文化活动和问题。其中，认知类活动占据文化活动的绝大多数，接着是行为类和态度类活动。三大类活动又可具体分为八小类活动。其中，教材更重视培养学生寻找和发现文化知识、理解文化知识的能力，对文化比较、挖掘语言美和意境美的关注较少。教材倾向于将不同类型的活动组合起来，在顺序上倾向于先设置认知类问题，再设置态度类和行动类问题。
       最后，本研究从未来教科书的修订和教师在现阶段对教科书的使用两方面提出研究启示。

     With a growing understanding of the interdependence of language and culture and the necessity of preparing students for cross-cultural interaction, cultural awareness has risen to prominence in modern language teaching. The significance of cultural awareness in English learning has been affirmed by the General Senior High School Curriculum Standards (English 2017 Edition) (hereinafter New Curriculum Standards), which lists cultural awareness as one of the English Subject Core Competences. Since the New Curriculum Standards is the primary source of reference for the development of new English textbooks for senior high school, it is necessary to analyse the textbooks from the perspective of cultural awareness as indicated in the New Curriculum Standards.
     Based on previous research and the provisions of the New Curriculum Standards related to the development of cultural awareness, this study adopts three frameworks to analyse cultural knowledge and culture-related activities, and adopts a content analysis approach to analyse four required elective textbooks of BNUP (2019 edition), with an aim to address the following questions: 1. What cultural knowledge is represented in the required elective English textbooks for senior high school published by BNUP (2019 edition)? 2. To what extent are different types of cultural knowledge represented? 3. Does the cultural knowledge meet the requirements of the New Curriculum Standards? 4. What types of activities are designed to cultivate cultural awareness in the required elective English textbooks for senior high school published by BNUP (2019 edition)? 5. How are these activities combined to cultivate cultural awareness?
     The findings are as follows. The textbooks provide a rich and diverse range of cultural knowledge from China and abroad, including not only those types of cultural knowledge for required elective stage stipulated in the New Curriculum Standards, but also those that are not mentioned, such as Chinese and foreign celebrities. The cultural knowledge embodied in the textbooks basically meets the requirements of the New Curriculum Standards, and different types of cultural knowledge are unevenly represented, with some types insufficiently introduced. In terms of culture-related activities, the textbooks design culture-related activities and questions from three levels: cognition, attitude and behaviour. Of these, cognitive activities make up the majority of culture-related activities, followed by behavioural and attitudinal types. The three main categories of activities can be further divided into eight sub-types of activities. Among these, more emphasis is on developing students’ ability to find and sort out cultural knowledge and to understand it, and less to make cultural comparison and to explore the beauty of language and of content meaning. The textbooks tend to integrate different types of activities. Regarding the sequence of appearance, cognitive questions usually come first, followed by attitudinal and behaviour questions. 
     Finally, the study offers research implications in terms of future textbook revisions and teachers’ use of textbooks at current stage.