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【Abstract】With the implementation of the new High School English Curriculum Standards， more and more people have realized the importance of English culture teaching. To realize the goals of English teaching， teachers should cultivate students’ culture awareness and develop their intercultural communicative competence. But in the actual teaching， culture teaching did not get real implementation. So the author puts forwards some suggestions for English culture teaching in high school.
【Key words】English teaching； culture teaching； suggestions
Ⅰ. Introduction
The new standard first clear that the students’ culture consciousness should been listed in the English teaching. After it， people pay more attention to culture teaching and realize that succeeding in implementing of the English teaching goal must combine culture teaching and language teaching.
Meanwhile culture teaching has been studied by many scholars， which enriches the theory of English culture teaching. But it did not get real implementation in the actual teaching practice. So the present situation of high school English culture teaching is not optimistic.
Ⅱ. Current situation of culture teaching
According to prior studies， we can know the current situation of English culture teaching in high school. First， most high school teachers and students have realized the importance of culture teaching. Second， it is not well carried out in actual teaching. Third， the main obstacles in culture teaching are ingrained traditional teaching ideas， students’ heavy schoolwork burden and unreasonable teaching evaluation systems.
Ⅲ. Suggestions for culture teaching
According to the reasons which caused the current situation， we put forward some suggestions for high school culture teaching from the following three perspectives.
For teachers， there are two suggestions. The first is to change teachers’ teaching idea. Establishing scientific teaching ideas is the most important measures of the smooth implementation of English culture teaching. The second one is to strengthen the teachers’ theory learning of English culture teaching. The level of high school English teachers’ literacy directly affects the success or failure of high school English culture teaching practice. Only teachers deeply grasp the teaching theory and conduct the thorough understanding and research can they combine theory with practice and guide the practice under the theory. For students， there are two suggestions. The first is to strengthen students’ culture awareness. Schools and teachers can use various methods to raise the students’ culture awareness， such as carrying out rich culture activities in class. The second is to raise students’ autonomous learning ability. Students are the center of the teaching. Culture awareness is not born with students but it acquired by education. To master the culture background knowledge of English-speaking countries， the most important thing is to change the traditional learning way and improve the development of innovative ability. Schools let the student participate in different teaching activities to improve students’ learning autonomy.
For the evaluation of teaching， there are two aspects： students’ evaluation and teachers’ evaluation. Teaching evaluation should comprehensively study teaching situation of teachers and students. The evaluation of students should change the traditional one that only use points to the evaluate students. Conducting a comprehensive and objective evaluation for students is to establish a diversified evaluation system and adopt flexible evaluation methods. So that the students experience progress and success continually in the process of English learning. For teachers， it should change the traditional way of teachers’ evaluation that use students’ score to evaluate teachers. This evaluation approach directly affects the smooth implementation of the English culture teaching. We should evaluate teachers from various aspects， including professional ethics， teaching ability， teaching design and teaching reflection. In this way， teachers can get English teaching feedback information and reflect on their own teaching behavior.
References：
[1]李涤非.中国文化，中国英语与文化教学[J].广州：广州大学学报，2006（8）：21-24.
[2]苗丽霞.近年我国英语文化教学研究述评[J].中国外语，2007 （11）：101-104.
[3]Kramsch C.Language and Culture[M].Shanghai：Shanghai Foreign Education Press，2000.78-91.
[4]Patrick R Moran.Teaching culture：Perspective in Practice[M].Beijing：Foreign Language Teaching and Research Press，2009.12-19.
【Key words】English teaching； culture teaching； suggestions
Ⅰ. Introduction
The new standard first clear that the students’ culture consciousness should been listed in the English teaching. After it， people pay more attention to culture teaching and realize that succeeding in implementing of the English teaching goal must combine culture teaching and language teaching.
Meanwhile culture teaching has been studied by many scholars， which enriches the theory of English culture teaching. But it did not get real implementation in the actual teaching practice. So the present situation of high school English culture teaching is not optimistic.
Ⅱ. Current situation of culture teaching
According to prior studies， we can know the current situation of English culture teaching in high school. First， most high school teachers and students have realized the importance of culture teaching. Second， it is not well carried out in actual teaching. Third， the main obstacles in culture teaching are ingrained traditional teaching ideas， students’ heavy schoolwork burden and unreasonable teaching evaluation systems.
Ⅲ. Suggestions for culture teaching
According to the reasons which caused the current situation， we put forward some suggestions for high school culture teaching from the following three perspectives.
For teachers， there are two suggestions. The first is to change teachers’ teaching idea. Establishing scientific teaching ideas is the most important measures of the smooth implementation of English culture teaching. The second one is to strengthen the teachers’ theory learning of English culture teaching. The level of high school English teachers’ literacy directly affects the success or failure of high school English culture teaching practice. Only teachers deeply grasp the teaching theory and conduct the thorough understanding and research can they combine theory with practice and guide the practice under the theory. For students， there are two suggestions. The first is to strengthen students’ culture awareness. Schools and teachers can use various methods to raise the students’ culture awareness， such as carrying out rich culture activities in class. The second is to raise students’ autonomous learning ability. Students are the center of the teaching. Culture awareness is not born with students but it acquired by education. To master the culture background knowledge of English-speaking countries， the most important thing is to change the traditional learning way and improve the development of innovative ability. Schools let the student participate in different teaching activities to improve students’ learning autonomy.
For the evaluation of teaching， there are two aspects： students’ evaluation and teachers’ evaluation. Teaching evaluation should comprehensively study teaching situation of teachers and students. The evaluation of students should change the traditional one that only use points to the evaluate students. Conducting a comprehensive and objective evaluation for students is to establish a diversified evaluation system and adopt flexible evaluation methods. So that the students experience progress and success continually in the process of English learning. For teachers， it should change the traditional way of teachers’ evaluation that use students’ score to evaluate teachers. This evaluation approach directly affects the smooth implementation of the English culture teaching. We should evaluate teachers from various aspects， including professional ethics， teaching ability， teaching design and teaching reflection. In this way， teachers can get English teaching feedback information and reflect on their own teaching behavior.
References：
[1]李涤非.中国文化，中国英语与文化教学[J].广州：广州大学学报，2006（8）：21-24.
[2]苗丽霞.近年我国英语文化教学研究述评[J].中国外语，2007 （11）：101-104.
[3]Kramsch C.Language and Culture[M].Shanghai：Shanghai Foreign Education Press，2000.78-91.
[4]Patrick R Moran.Teaching culture：Perspective in Practice[M].Beijing：Foreign Language Teaching and Research Press，2009.12-19.