本文通过分析《新标准英语》和《初中英语》中的知识文化和交际文化，旨在分析两类教材中的文化内容选择和分配是否有体现《义务教育英语课程标准》2011年版中对于文化意识培养的要求，并且是否有利于培养学生的跨文化交际意识。依据《义务教育英语课程标准》2011年版以及张占一对知识文化的分类方法和孟子敏对交际文化的分类方法，本文采用数据库方法对两套教材中的知识文化和交际文化进行归类，并从文化的内容和数量两个角度对两套教材中的文化内容进行分析和比较。研究结果表明，在《新标准英语》中，92.5%的模块包含知识文化内容，80%的模块包含交际文化的内容；在《初中英语》中，75%的单元包含知识文化内容，86.1%的单元包含交际文化内容。经研究发现，《新标准英语》和《初中英语》这两本教材都非常重视知识文化和交际文化内容在教材中的分配，且两类教材中选用的知识文化和交际文化的数量和内容都符合《义务教育英语课程标准》2011年版中对于文化意识培养的要求，且有利于加深学生对文化的理解，增强学生的文化意识。但就知识文化和交际文化内容的选择和分配而言，两类教材有不同的侧重点。

This study focuses on analyzing knowledge culture and communicative culture in New Standard English (NSE) and Junior High English (JHE), aiming to investigate the proportion of cultural contents included in these two English textbooks and to evaluate whether the cultural content contained in these two series textbooks embody the requirements of cultural awareness development in the English Curriculum Standards (2011) and assist student developing the competence of intercultural communication. This study adopts Zhang’s (1999) taxonomy of knowledge culture and Meng’s (1992) classification method of communicative culture. Based on the English Curriculum Standards (2011), this study applies the database to collect and categorize the knowledge culture and communicative culture in NSE and JHE and analyzes them from the perspectives of quantity and content. The research findings indicate that 92.5 % modules in NSE contain knowledge culture, and 80% modules contain communicative culture. For JHE, knowledge culture can be found in 75% units, and 86.1% units include the content of communicative culture. The main conclusions drawn from this study are both NSE and JHE attach highly importance with culture education and both of selected culture content meets the requirements of developing cultural awareness in English Curriculum Standards (2011), which benefits students to deepen their understandings about culture and develop their cultural awareness. The focuses in knowledge culture and communicative culture selection in NSE and JHE are different.