人教版与冀教版初中英语教材的对比评估

论文摘要

近年来,中国英语教育发生了很大变化。教材是实施英语课程的重要组成部分,在完成教学内容和实现教学目标上教材发挥了重要的作用。因此教材的意义在英语教学中的意义不容忽视。随着新课程的推广和实施,我国将逐步实现国家课程标准指导下的教材多样化政策。使教材的选择和使用逐步向地方、学校、学生的适应性方向发展过渡。这就产生了一个新的问题:面对多套教材,教师如何科学地分析、评估教材的质量、以便对教材的选用做出合理、科学地判断?本文选择了两套教材进行对比评估,这两套教材是由人民教育出版社和汤姆森学习出版集团合作改编的《新目标》以及由河北教育出版社和DC加拿大国际交流中心合编的《学英语》。本论文希望通过能够反映教材本身质量的信息,同时结合教材实际使用过程中的情况来比较研究两套教材。从而帮助教师更好地认识、理解教材,为教师的教学和今后的教材编写提供一些参考。作者首先回顾了和教材评估相关的理论,在这些理论的基础上设计了本评估的框架模式。本评估分为两个阶段,内部评估和外部评估。在评估中学生与教师作为实践者被纳入到了评估体系。本研究分析和总结了通过访谈和问卷得出的数据,在分析数据的过程中采用定性分析和定量分析。评估结果表明两套教材注重发展学生的总体语言能力,要求教师不仅培养学生的语言知识和语言技能,还要顾及到影响学生语言学习的其他因素比如情感态度学习策略和文化意识。两套教材各有特点和其优缺点,本研究结论表明Go For It采用综合型语言大纲,采用任务型教学法,结合过程性评价和结果性评价和以学生为中心的指导是这套教材的特点。除此之外本教材还强调合作式学习。冀教版也重视以学习者为中心,强调合作式学习,并且采用了新的教学理念项目教学法。针对两套教材的特点和优缺点作者提出如何发挥出教材的最大作用的建议,并且对以后的教材评价研究作了进一步的展望。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research objective
• 1.2 The practical and theoretical rational of course book evaluation
• 1.3 General research questions
• 1.4 The organization of the dissertation
• Chapter Two Literature Review.
• 2.1 Definition of course book evaluation
• 2.2 Purposes of material evaluation
• 2.3 The principle of course book evaluation
• 2.4 Types of evaluation
• 2.4.1 Impression evaluation and In-depth Evaluation
• 2.4.2. Internal and external evaluation
• 2.4.3 Pre-use evaluation, in-use evaluation, and post-use evaluation
• 2.4.4 Predictive evaluation and retrospective evaluation
• 2.5 Course book evaluation studies overseas
• 2.5.1 The History of course book evaluation
• 2.5.2 The introduction of some influential theories about English course book evaluation
• 2.6 Course book evaluation theories at home.
• 2.7 Comments on the literatures
• Chapter Three Theoretical Framework
• 3.1 The theoretical basis
• 3.2 Application of the model
• 3.2.1 External evaluation
• 3.2.2 Internal analysis
• 3.3 Research principles clarified in this research
• 3.3.1 Comparing and evaluating course books from internal and external aspects.
• 3.3.2 Comparing and evaluating course book correspond with the English curriculum standards
• 3.3.3 Evaluating course book from both student and teacher’s aspects
• 3.3.4 Evaluating course book from following dimensions
• 3.4 Material evaluation criteria defined in this research
• 3.4.1 External evaluation criteria
• 3.4.2 Internal evaluation criteria
• Chapter Four Research Method
• 4.1 Research design.
• 4.1.1 Method
• 4.1.2 Choosing of subjects
• 4.1.3 Instrument
• 4.2 Data collection and analysis
• Chapter Five Results and Discussion
• 5.1 External comparison
• 5.1.1 A brief introduction to the two editions of English course books
• 5.1.2 The package of two course books
• 5.1.3 The general structure of two course books
• 5.1.4 The compiler’s claims
• 5.1.5 The comparison of topics of two editions of course books
• 5.1.6 The intended audience
• 5.1.7 Illustration
• 5.2 Internal evaluation
• 5.2.1 Content
• 5.2.2 Four skills:
• 5.2.3 Culture factors
• 5.3 Data analysis
• 5.3.1 Analysis of teacher’s and students’response
• 5.3.1.1 External evaluation
• 5.3.1.2 Internal evaluation
• 5.3.2 Suggestions for maximizing the role of the appointed course book
• Chapter Six Conclusion
• 6.1 The conspicuous characters of the two course books:
• 6.1.1 Characters of GFI
• 6.1.2 Characters of LE
• 6.2 The strength and weaknesses of the two sets of course books
• 6.2.1 The strength of Go for it:
• 6.2.2 The weaknesses of Go For it
• 6.2.3 The strengths of LE
• 6.2.4 The weaknesses of LE
• 6.3 Summary
• 6.4 Limitations of the study and suggestion for further Research
• Bibliography
• Appendix I
• Appendix II
• Acknowledgements