继承和弘扬中华优秀文化、树立文化自信是国家教育发展的战略要求，也体现了我国当下英语课程标准的要求。英语教材是进行英语教学活动的重要依托和重要媒介，教材对中华文化的呈现情况将在一定程度上直接影响学生的文化自信。当前，国内对高中英语教材中的中华文化呈现研究仍然停留在从外部分析中华文化与其他文化各自的信息量占比上，未能深入到中华文化的内部组成及中华文化在教材中的呈现方式，并且未能对照新课标中的文化知识要求对中华文化的呈现情况进行分析。

本文以2019外研社版高中英语教材必修1-3册及选择性必修1-4册（共7册）为研究对象，采用文本分析法，依托《英语教材文化呈现分析框架》（张虹 & 李晓楠，2022a）对教材中呈现的中华文化的三个构成要素（传统文化、革命文化、现代文化）进行内容及方式两方面的研究，探究其呈现特点及该呈现情况是否符合课程标准中的文化知识内容要求。

研究发现：（1）在呈现内容方面，整套教材中的中华传统文化及现代文化的呈现强度较高，分别为中华文化呈现总强度的48.36%、45.33%，而革命文化的呈现强度仅为6.31%，不及其他两种文化的七分之一。另外，本研究总结出了教材中的中华文化内容编码情况，发现教材在中国传统生活、传统文艺、国家地理、现代著名人物、城市形象、体育事业、跨文化交际及交通运输方面呈现强度最高，全方位全景式展现了中国的经典文化创造及新辉煌。（2）在呈现方式方面，该套教材在中华文化的呈现方式上以隐性为主（61.61%），显性呈现方式的占比为38.39%，显著低于隐性呈现。然而，显性呈现与隐性呈现两种方式在教材中并不是完全独立的，而是有机融合在一起，服务于呈现的文化内容，共同促进学生的中华文化学习。（3）在将教材中华文化呈现情况与新课标的文化内容要求进行对照后，研究发现该套教材基本符合普通高中课程在文化内容方面修订的基本原则和文化知识内容要求。在基本原则上，该套教材坚持正确的政治方向、坚持反映时代要求。在文化知识内容要求上，该套教材的必修与选择性必修教材符合各自课程阶段的课程内容要求及学业质量标准，并且二者在编订上还体现了课程的过渡性、整体性，在必修册次出现过的部分文化内容在选择性必修册次有所复现，且体现出了更深的意蕴和更高的要求。

最后，本研究对教材编写者与教师提出建议，并对本研究进行反思和展望。

Inheriting and carrying forward fine traditional culture, revolutionary culture and advanced socialist culture, establishing cultural confidence and telling Chinese stories in English are the strategic requirements of our national education development and requirements of China's current English curriculum standards. As an important support for English teaching activities, English textbooks are also an important medium for teachers and students to participate in teaching activities, among which the presentation of Chinese culture has a direct impact on the cultivation of students’ cultural awareness. At present, domestic research on the presentation of Chinese culture in high school English textbooks still focuses on the external analysis of the proportion of information between Chinese culture and other cultures, but fails to go into the internal composition of Chinese culture and the presentation of Chinese culture in textbooks, and fails to analyze the presentation of Chinese culture against the cultural knowledge requirements in the new curriculum standards.

This thesis takes the compulsory 1-3 volumes and the optional 1-4 volumes (7 volumes in total) of the 2019 new edition of high school English textbooks published by FLTRP (foreign language teaching and research press) as the research object, adopts the text analysis method, and relies on the latest Framework for Analyzing the Representation of Cultures in English Textbooks (Zhang & Li, 2022a) to study the three components of Chinese culture presented in the textbooks, including traditional culture, revolutionary culture and modern culture. According to the cultural presentation intensity obtained, this thesis discusses the characteristics of the presentation contents and ways of Chinese culture in this set of textbooks, and whether the presentation meets the requirements of cultural knowledge content in the new curriculum standards.

The findings are as follows: (1) In terms of presentation content, the presentation intensity of traditional culture and modern culture in the whole set of textbooks is relatively high, accounting for 48.36% and 45.33% of the total presentation intensity of Chinese culture respectively, while the presentation intensity of revolutionary culture is only 6.31%, less than one seventh of the other two cultures. In addition, this thesis summarized the coding of Chinese culture content in the textbook. According to the coding, it is found that the textbook presents the highest intensity in the aspects of Chinese traditional life, traditional literature and art, national geography, modern famous figures, city image, sports, cross-cultural communication and transportation, which shows the creation of classical culture and new brilliance of China in an all-round panoramic manner. (2) In terms of presentation mode, implicit Chinese culture was the main mode of presentation (61.61%), and the content intensity of Chinese culture presented in explicit mode (38.39%) was significantly lower than implicit mode. In the textbook, explicit presentation and implicit presentation are organically integrated to promote students' learning of Chinese culture. (3) After comparing the presentation of Chinese culture in the textbooks with the cultural content requirements of the new curriculum standards, the research found that the textbooks basically meet the revised basic principles and cultural knowledge content requirements of ordinary high school curriculum in terms of cultural content. Compulsory and optional compulsory textbooks are in line with the curriculum content requirements and academic quality standards of their respective curriculum stages. And they also reflect the transition and integrity of the curriculum in the compilation, taking for example part of the content has deeper meaning and higher requirements when the optional compulsory textbooks are repeated.

Finally, this thesis provides suggestions for textbook writers and teachers, reflects on the limitations and points out the possible directions for future research.