英语教材是英语课堂中最常见的教学资源，一直被认为是值得信赖且无可争辩的。然而，由于英语教材具备传播意识形态的天然属性，其中文化内容的呈现引发了众多学者的担忧。一方面，有学者担心教材编写者会滥用其权利从而导致文化霸权问题。另一方面，也有学者担心教材编写者会受外国意识形态影响从而引发本国文化的失语问题。因此，有必要以批判的眼光重新审视英语教材，并探究教材中的文化内容是如何分布的、如何实现的以及受到了哪些因素的影响。

研究以批判性话语分析为视角，以新人教版高中英语教材中的45篇阅读语篇为研究对象，并在内容分析的基础之上，采用费尔克拉夫的三维模型，从四个层次展开对教材中文化内容的质性分析。内容分析从文化来源和文化主题两个方面来探究文化内容的分布情况。文本分析以系统功能语法为依托，从及物性、情态和主位选择来深挖文化内容在词汇语法层面是如何实现的。过程分析和社会分析均从更宏观的角度探讨哪些因素会影响文化内容的呈现，既关注出版公司、教材编写者和目标学生对教材文化内容选取的影响，也关注当前文化情境、政治经济情境和教育情境与教材中文化内容的关联。

结果表明：从文化来源来看，教材含有丰富的共同文化和比较文化，但源语文化、目的语文化和世界文化的分布并不均衡。从文化主题来看，尽管大C文化和小c文化的总体分布较为均衡，但其下部分子文化主题被选择性地忽略了。教材对文化内容的表述在整体上保持了客观和中立，但是教材编写者依然有意识地运用各种语言工具来传达其自身的情感态度和价值观。阅读语篇以物质过程为主，并伴随有较多的关系过程、心理过程和言语过程。低量值和中量值情态动词多于高量值情态动词。各种无标记主位和有标记主位的使用有助于快速准确地表达教材编写者的写作意图。出版公司、教材编写者和目标学生都是教材生产传播过程中的重要参与者，且文化自信的提出、开放的政治经济环境以及对道德教育的重视都与教材中文化内容的呈现密不可分。这些发现不但为英语教材的文化分析提供了新的理论视角，而且有利于促进教材编写者更谨慎地选取教材中的文化内容，并帮助广大师生合理运用教材，不断提高自身的批判性思维和文化意识。

English textbooks serve as the most common teaching resources in the EFL classrooms and are always regarded to be trustworthy and indisputable. While, because of the ideological attribute of English textbooks, their presentation of cultural contents has aroused the concerns of many scholars. On the one hand, some are concerned that textbook compilers may abuse their power, which can result in the problem of cultural hegemony. On the other hand, some are concerned that textbook compilers may be affected by foreign ideologies, which can lead to the aphasia of local culture. In this light, it is necessary to reexamine the English textbooks with critical eyes, and to explore how the cultural contents are distributed and realized in textbooks as well as what factors influence the presentation of cultural contents.

The research is conducted from a critical discourse analysis perspective. 45 reading texts from the latest PEP high school English textbooks are chosen as the research materials. The qualitative analysis goes beyond content analysis and adopts Fairclough’s three-dimensional model to analyze the cultural contents in textbooks. Totally, there are four levels of analysis. Content analysis focuses on the distribution of cultural contents in terms of cultural sources and cultural themes. Based on systemic-functional grammar, textual analysis explores how cultural contents are realized at the lexical-grammatical level in terms of transitivity, modality, and thematic choice. From a more macro perspective, both processing analysis and social analysis discuss what factors influence the presentation of cultural contents, and they focus on not only how the publishing company, textbook compilers, and target students influence the selection of cultural contents in textbooks, but also the interrelationship between cultural contents and the current cultural, political and economic, and educational contexts.

The results show that: In terms of cultural sources, there is abundant common culture and comparative culture, but source culture, target culture, and world culture are distributed unevenly in the textbooks. In terms of cultural themes, although the overall distribution of big C culture and small c culture appears to be balanced, some of their sub-categories of culture are selectively ignored. In general, the cultural contents are realized objectively and neutrally. But the textbook compilers still consciously use a variety of linguistic tools to express their own feelings, attitudes, and values. Material process accounts for the largest proportion in the reading texts, followed by relational process, mental process, and verbal process. There are more low-value and median-value modal verbs than the high-value modal verbs. The use of various unmarked themes and marked themes helps to convey the intentions of textbook compilers quickly and accurately. The publishing company, textbook compilers, and target students are all significant participants in the production and transmission of textbooks. The proposal of cultural confidence, the open political and economic environment, as well as the emphasis on moral education are inseparable from the presentation of cultural contents in textbooks. These findings provide a new theoretical perspective for the cultural analysis of English textbooks, promote textbook compilers to be more prudent on the selection of cultural contents, and help teachers and students to appropriately use textbooks and improve their critical thinking and cultural awareness.