《普通高中英语课程标准》（教育部，2020）表示，英语课程要培养学生的英语核心素养，其中包括文化意识，即要求学生 “获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力” (教育部，2020，第7页）。同时，“高中英语教材在中学生跨文化能力培养具有不可替代的作用，而教师作为教学理念的主要实施者，在外语教育过程中起到引领主流文化、意识形态与核心价值等关键作用” （杨维东，2015）。就二语教材而言，教师对文化内容的识解、态度、以及在课堂教学实践中对文化内容的处理方式等都会对学习者的跨文化交际能力的发展产生影响。基于此，本研究从跨文化交际能力培养的视角评估《牛津译林版高中英语教材》中的文化，并探究教师的态度与实践方式，以及学生的跨文化能力发展的现状。

本研究采用质性、量化研究相结合的方法对《牛津译林版高中英语教材》进行内部评估和外部评估。内部评估部分基于张虹、李晓楠（2022a）的外语教材文化呈现分析框架分析了三本必修教材中的文化地域、文化类型和呈现方式；在外部评估上，本研究先对5位高中英语老师进行了半结构化访谈，探究了教师对教材中文化的态度，在课堂教学实践中对文化内容的处理以及在培养跨文化交际能力中遇到的困难等问题；并基于吴伟平（2015）的跨文化交际能力培养自评量表对359位学生进行了问卷调查，以了解学生学完教材后跨文化能力的发展情况。

研究结果如下：（1）在文化地域上，该教材中文化呈现的强度由高到低依次是：共有文化、目标语国家文化、中国文化和国际文化；其中，在目标语国家中，美国文化和英国文化强度占比较大；中华文化中，传统文化强度占比最大, 现代文化次之，三本教材均未出现革命文化；在文化类型上，强度由高到低依次是：文化产品、文化实践、文化观念、文化人物和文化社群；在文化呈现方式上，隐性呈现的强度略高于显性文化，显性文化与隐性文化的强度比约0.85。 （2）教师对教材中的文化持肯定态度，大部分教师在课堂上注重文化内容的教学、但不会特别注重培养学生的跨文化交际能力。跨文化交际能力培养过程中存在诸多困难，例如：缺乏真实的跨文化交际情景、英语课时紧张、应试教育的压力等；（3）学完该教材后，学生的跨文化交际的态度、意识提升最为显著，本国文化知识、跨文化交流技能影响次之，外国文化知识和跨文化认知技能提升较弱；最后，研究者基于研究结果分别对教材编写者、教师、教材研究者提出建议。

The General Senior High School Curriculum Standards: English (2017 edition) (Ministry of Education of the People’s Republic of China, 2020) made it clear that the English curriculum should enhance students’ subject core competencies, which include cultural awareness. To be specific, “ it consists of an understanding of Chinese cultural and foreign cultures, recognition of excellent cultures, and cross-cultural cognition, attitudes, and behaviors which students demonstrate in the context of globalization. The development of cultural awareness helps students enhance their national identity and patriotism, increase their cultural confidence, cultivate a sense of community with a shared future for mankind, learn to enhance self-cultivation and function properly in society, and thus become educated and responsible persons” (Ministry of Education of the People’s Republic of China, 2020, p.7). Moreover, textbooks play an irreplaceable role in developing the intercultural communication competence of senior high school students, and teachers, as the main implementers of teaching, act a key role in leading the mainstream culture, ideology, and core values in the process of foreign language education (Yang, 2015). When it comes to ELT textbooks, instructors’ knowledge, attitudes toward cultural content, and how their practice in the classroom all affect how well students’ intercultural communication competence (ICC), this study, therefore, investigated the culture representation of Advance with English (Yilin) from the standpoint of students’ intercultural communication competence. It also investigated teachers’ attitudes and practices, as well as how students’ ICC developed.

This study utilized qualitative as well as quantitative methods of investigation to evaluate the Advance with English (Yilin) based on internal and external evaluations. In the internal evaluation, the study coded the cultural representation of the three required ones of Advance with English (Yilin) by using the Framework for Assessing the Representation of Cultures in Foreign Language Textbooks (FARCFLT for short) (Zhang & Li, 2022a). In the external evaluation section, semi-structured interviews were conducted with five English teachers in a certain high school to find out how they think about culture in the textbooks, how they deal with cultural content in the classroom, and what problems they have with helping students develop ICC. Then, questionnaires adopted on Wu’s (2015) ICC Checklist were given to 359 students to assess their development of ICC.

In conclusion, (1) in terms of the category of countries, the highest level of cultural representation among the four types was area-not-specific culture, followed by target culture and source culture, while international culture was represented the least in all three textbooks; and, among the target language countries, American and British cultures dominated all other countries of the target culture in all three textbooks; in Chinese culture, traditional culture accounted for the highest proportion, and there was no representation of revolutionary culture in any of the three books. As for the culture categories, the highest level of cultural representation was cultural products, followed by cultural practice, cultural perspective, cultural person, and cultural community. Regarding forms of cultural presentation, the intensity of implicit representation is slightly higher than that of explicit culture, with a ratio intensity of about 0.85 between explicit and implicit culture. (2) Teachers had a positive attitude towards culture in textbooks, and most of them tried to teach cultural content in the classroom but did not really focus on it. At the same time, there were still many difficulties in developing students’ ICC, such as the lack of real intercultural context, the short time schedule for English classes, the pressure from exam-oriented education, etc. (3) Six aspects of students’ ICC development varied after the textbook learning. The attitude and awareness were improved the most, followed by the knowledge of national culture and intercultural communication skills, and knowledge of foreign culture and intercultural cognitive skills improved the least.