Research on the Design and Implementation of Cross-cultural Tasks in High School English from the Perspective of Core Literacy

Abstract

This study, based on the requirements of the new curriculum standards, explores the design and implementation of cross-cultural tasks
in high school English under the core literacy orientation. The study constructs a cross-cultural task design framework that integrates four dimensions of language competence, cultural awareness, thinking quality and learning ability, and proposes four types of tasks: cognitive, experiential,
inquiry-based and creative. Based on the People's Education Edition of high school English textbooks, systematically explore comparative materials of Chinese and foreign cultures, develop cross-cultural task case collections suitable for different school stages, and incorporate elements of
Beijiang culture and local excellent culture. The study designed a three-stage implementation process of "pre-task-in-task-post-task-", proposed
implementation strategies such as teacher scaffolding construction, student independent exploration, and differentiated support, and constructed
a multi-evaluation system including self-evaluation, peer evaluation, and teacher evaluation. The research results provide an operational practice
path for cross-cultural teaching of high school English and promote the effective implementation of core competencies in the subject.