基于语境的教材评价模式的构建

论文摘要

从小学三年级直至高三,英语是教育部指定必修的三门课程之一。在此语境中,教材使用存在着两个主要问题。第一,尽管教师既是教材的主要使用群体之一又是连结学生与目的语的纽带,但在教材选择与评价过程中他们并没发挥任何实质性的作用;第二,至今缺乏系统地以理论为支撑并适用于中国特定语境的教材评价标准。为了寻求解决问题的答案,本研究首先对教材作用的认识等进行了回顾,旨在为本研究构建理论构架。通过综述国内外主要的现存评价模式,归纳了各种模式遵循的主要基本原理。其次,进行了一次省级规模的调查研究。调查涉及中小学一线英语教师对教材作用的认识、现行教材质量的评价、教材评价的态度、是否需要构建易于操作的评价模式以及目前教材评价如何操作等。借助于江苏省19所中小学190位教师的帮助,运用问卷调查和访谈等研究工具,获得了真实的一手信息。6位英语教研员应邀参与调查,旨在比较在教材使用和评价标准上他们与教师的异同。此外,邀请各学校英语教研组长,运用访谈各学校教材使用政策和评价状况。收集的信息发现教师就教材作用达成一些共识。第一,尽管他们普遍认为使用教师自编教材而非完全倚赖现成的教材既有益于学生学习又促进自身职业发展,但教材在教学中发挥着积极的作用。教师依赖教材是缘于教材在日常教学中起着举足轻重的作用的认识。第二,现行教材的质量差强人意,主要根源在于行政干预的统一教材忽略学生个体需求差异,这反映了教师通常凭经验和直觉评判教材。第三,目前教材评价自上而下的路径使教师对现行教材使用政策知之甚少。他们认为在其学校层面从未对现行教材进行正式或系统的评价,教师在教材选择与评价过程中未发挥实质性的作用。第四,教师坚信教材需要评价,相信教材评价有助于提高自身的专业能力,能从专业和教育目标的视角评判和使用教材。第五,给教师提供并熟悉一套易于操作的评价标准是一个务实的举措,可使他们对自己工作更有信心。最后,虽然就十八个教材评价标准孰重孰轻,教师与教研员之间存在差异,但他们一致认为教材应激发学生学习热情和兴趣并创设使学生有目的恰当地使用英语的机会和语境。研究表明,教师热切地渴望参与教材评价,并期望一个评价模式指导工作。为了使问题得以切实解决并满足教师需求,本研究不仅提出了对话式教材

论文目录

• Abstract
• 摘要
• 0. Introduction
• 0.1 The statement of the problem
• 0.2 Significance of the study
• 0.3 Background to the study
• 0.4 The objectives and justifications of the study
• 0.5 Key terms
• 0.6 Overview of the dissertation
• 1. Literature Review
• 1.1 Perceptions of role of textbooks
• 1.1.1 Textbooks as the curriculum
• 1.1.2 Textbooks as sources of new theories
• 1.1.3 Textbooks as practical time-saver
• 1.1.4 Textbooks as aids to untrained and novice teachers
• 1.2 Teachers' current practice and need to evaluate textbooks
• 1.3 The need for a working model of textbook evaluation
• 1.4 Existing models for evaluating textbooks
• 1.4.1 Existing models advanced by researchers abroad
• 1.4.1.1 Model advanced by Williams （1983）
• 1.4.1.2 Model advanced by Cunningsworth （1984/2002）
• 1.4.1.3 Model advanced by Grant （1987）
• 1.4.1.4 Model advanced by Breen and Candlin （1987）
• 1.4.1.5 Model advanced by Hutchinson and Waters （1987）
• 1.4.1.6 Model advanced by Dougill （1987）
• 1.4.1.7 Model advanced by Sheldon （1988）
• 1.4.1.8 Model advanced by McDonough and Shaw （1993）
• 1.4.1.9 Model advanced by Ellis （1997/1998）
• 1.4.1.10 Model advanced by Littlejohn（1998）
• 1.4.1.11 Model advanced by Tomhnson（1998/2003）
• 1.4.1.12 Model advanced by McGrath （2002）
• 1.4.1.13 Model advanced by McDonough and Shaw （2004）
• 1.4.2 Existing models advanced by researchers at home
• 1.4.2.1 Model advanced by Qian Yuan （1995）
• 1.4.2.2 Model advanced by Zhou Xuelin（1996）
• 1.4.2.3 Model advanced by Cheng Xiaotang （2002）
• 1.4.2.4 Model advanced by Wang Qiang （2000）
• 1.4.2.5 Model advanced by Liu Daoyi （2004）
• 1.4.2.6 Model advanced by Sun Pinghua（2006）
• 1.4.3 Summary
• 2. Design and methodology
• 2.1 The research questions
• 2.2 Subjects
• 2.3 Methods
• 2.4 Data collection procedures
• 2.5 Type and form of data collected
• 2.6 Data analysis
• 2.6.1 The sample
• 2.6.2 Role of textbooks in teaching English as a foreign language
• 2.6.3 Quality of textbooks
• 2.6.4 Need for evaluation of textbooks
• 2.6.5 Need for guidelines for textbook evaluation
• 2.6.6 Current practice of textbook evaluation
• 2.6.7 Criteria for evaluation
• 2.6.8 Differences between the head teachers and practicing teachers
• 2.6.9 Differences between the head teachers and subject supervisors
• 2.6.10 Differences between the experienced and novice teachers
• 2.6.11 Findings from the interviews with the head teachers
• 2.6.11.1 Policy on textbook use
• 2.6.11.2 Policy on textbook evaluation
• 2.6.11.3 Opinions on textbook evaluation
• 2.7 Discussion
• 2.7.1 Teachers' perception of the role of textbooks
• 2.7.2 Teachers' perception of the need for evaluating textbooks
• 2.7.3 Current practice of textbook evaluation
• 2.7.4 Criteria for evaluation
• 2.7.5 Need for guidelines for textbook evaluation
• 3. English Curriculum Standards （2001） and EFL instructional materials
• 3.1 Introduction
• 3.2 The definition of "standard"
• 3.3 An analysis of English Curriculum Standards （2001）
• 3.3.1 The background of the Standards
• 3.3.2 Components of the Standards
• 3.3.2.1 The general goal of the EFL course
• 3.3.2.2 The desired contents objectives
• 3.3.2.2.1 Language skills
• 3.3.2.2.2 Linguistic knowledge
• 3.3.2.2.3 Affect and attitudes
• 3.3.2.2.4 Language learning strategies
• 3.3.2.2.5 Cultural consciousness
• 3.3.2.3 Proposals for implementation
• 3.3.3 The nature of language
• 3.3.3.1 A combination of the instrumental view and humanistic view
• 3.3.3.2 The significance of learning a foreign language to the society and the learner
• 3.3.4 The nature of learning
• 3.3.4.1 A learner-centered holistic view of EFL learning
• 3.3.4.2 Flexible and open-ended in nature
• 3.3.4.3 To do things with English
• 3.3.4.4 Process-oriented language instruction
• 3.3.4.5 Assessment for learning rather than of learning
• 3.3.4.6 Stress cast on developing and making adequate use of course resources
• 3.4 The relationship between the Standards and materials
• 4. Needs Analysis
• 4.1 Introduction
• 4.2 The definition of needs analysis
• 4.3 Types of needs
• 4.3.1 Target needs
• 4.3.2 Learning needs
• 4.4 A student needs analysis
• 4.4.1 The framework for student needs analysis
• 4.4.2 Participants
• 4.4.3 Findings from the questionnaire and discussion
• 5. Creation of an evaluation model
• 5.1. Introduction
• 5.2. Bases for the creation of evaluation model
• 5.2.1 General functions of textbooks
• 5.2.2 The Standards together with the student needs analysis
• 5.3 Basic principles for the creation of evaluation model
• 5.3.1 Rationale of the materials
• 5.3.2 Learners' needs and interests
• 5.3.3 Contents of the materials
• 5.3.4 Language
• 5.3.5 Skills covered
• 5.3.6 Layout
• 5.4. An evaluation model
• 5.4.1 Composite evaluation model
• 5.4.2 Hierarchy of criteria
• 5.4.3 Detailed specifications and scoring of individual criteria
• 6. Validating individual criteria - examples
• 6.1 Example one
• 6.1.1 Introduction: whys of studying sexism in Fun with English
• 6.1.1.1 Textbooks and ideology
• 6.1.1.2 Sexism in textbooks
• 6.1.1.3 Whys of studying Fun with English
• 6.1.2 Theories and methods
• 6.1.2.1 Critical linguistics
• 6.1.2.2 Textual analysis
• 6.1.3 Textual analysis
• 6.1.3.1 Males standing for success or influential
• 6.1.3.2 Appreciative terms vs. depreciative terms
• 6.1.3.3 Helper vs. helped
• 6.1.3.3.1 Specific situations in which males help females
• 6.1.3.3.2 Pictures in which males help females
• 6.1.3.3.3 The proportions of males and females who get help
• 6.1.4 Influences of sexism in textbooks
• 6.2 Example two
• 6.2.1 Introduction
• 6.2.2 The heterogeneity of the English language and culture
• 6.2.3 The goals of culture teaching in TEFL
• 6.2.4 Teaching cultures from a globally integral perspective
• 6.2.5 Summary
• 7. The application of the model: a case study
• 7.1 Fun with English （9B）: the book to be evaluated
• 7.2 Steps in the evaluation
• 7.3 External evaluation of Fun with English （9B）
• 7.4 Internal evaluation of Fun with English （9B）
• 7.4.1 Content selection
• 7.4.2 Ideological validity
• 7.4.3 Psychological validity
• 7.4.4 Pedagogical validity
• 7.5 An overall evaluation of Fun with English （9B）
• 8. Conclusion
• 8.1 Major findings
• 8.2 Implications
• 8.3 Limitations
• 8.4 Recommendations for further research
• Appendix
• References
• Textbooks referred