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This article investigates the presentation strategies of cultural elements in the construction of cultural knowledge systems, comparing Yutang Lin’s Kaiming English Books (KEB) and Senior High English (SHE). The study addresses the integration of Chinese culture within the framework of cultural and educational orientation, using an adapted textbook evaluation theory. This framework encompasses both internal and external evaluation methods. Internal evaluation involves a statistical analysis of Chinese cultural elements within the textbooks, while external evaluation compares the inclusion and role of these elements in the two-textbook series. The research employs content analysis and comparative analysis, alongside a survey of attitudes among 303 English teachers from 10 senior high schools in Luoyang City, China. Key findings indicate that a thoughtfully designed presentation of Chinese cultural elements enhances cultural education in English teaching. Teachers favor integrating Chinese cultural themes and digital technology within the curriculum, supporting a more cohesive approach to incorporating Chinese culture in English learning. The study highlights the need for improved textbook design and thematic content to bolster students’ cognitive competence and cultural awareness.
Lu et al. (Fri,) studied this question.