Acknowledgement,优秀专业论文
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Acknowledgement
First of all, my sincere gratitude would be given to my supervisor, Associate Professor Gu Faliang, without his instruction and encouragement, the thesis would not be completed. Despite his heavy teaching, he read my thesis with the greatest care and patience, offered illuminating suggestion, so I would like to take this opportunity to show my gratitude. Second, I would like to give my heartfelt thanks to some teachers and students who helped me to complete the questionnaire survey. They are Ms Yulian, Ms Lu Ruijuan and others.
Last but not least，I would like to thank my husband He Zhiqing who gave me his support of my hard work on the thesis. I owe everything to his dedication, hard work, and unstinted faith in me.
Abstract
Textbooks are the basic resources and tools to students and are also fundamental to teaching. They have much to do with the content and form of teaching and learning. With the development of society and economy, great changes have been taken place in English textbooks in senior high school. The National Educational Committee puts forward the policy of “one syllabus with various textbooks”. The aim is to suit the needs both of students and schools. Since there is more than one version of textbook, it is significant for us teachers to analyze and evaluate the textbooks suitably and scientifically in order to make a right selection of them.
The thesis reviews the history of textbook evaluation and summarizes the methods and criteria of textbook evaluation and presents theoretical support for the evaluation of textbook. It is based on theories of linguistics, language learning, syllabus, material design and evaluation. In order to have a close look at the textbook of Beijing Normal University Version and make an appropriate evaluation, the author designs two questionnaires and gets the real facts from teachers and students. The author also finds out the problems of the textbook and analyses the reasons. The conclusion is that the textbook of the Beijing Normal University Version provides various language input and has a wide selection of the passages, and it meets the needs of the middle school students and the students’ cognitive abilities. The comprehensive skills are all presented in the text, and the features of highlighting and recurring have been realized. The purpose of the thesis is to help people make a scientific and objective evaluation to the quality and value of Beijing Normal University textbook, and to help teachers understand the textbook better and provide some references to the future teaching and compiling.
Key words : English textbook;
Beijing Normal University Version;
evaluation;
reference
摘 摘
要
教材是学生学习的基本材料和工具，同时也是教师教学的基本工具，是为了达到教学目的和发挥教育效果的基本工具。但是由于新课程的进一步实施和推广，教材多样化的政策将会在我国实行，于是一个新的问题产生了：跟以往的统一教材相比，面对着多样化的教材，教师该如何科学客观地分析、评价教材的质量，合理的选择和使用教材？根据笔者的调查，发现大部分英语教师还是习惯于教教材。为了更好的适应时代和经济发展的需要，同时也为了更好的适应学生和学校的需求，教师应当学会自主地创造性地开发和利用教材，把教材变成为教学服务的工具，而不是把教学当成为教材服务的工具。面对着多种版本教材即将出现的新情况，为了为学生选择正确的适合他们身心发展和认知水平的教材，教师学会怎样科学地分析和评价教材已经变得非常有必要了。
本文回顾了教材评价的历史，总结了教材评价的标准和方法，同时也提供了教材评价的一些理论框架。本文依据语言学理论、语言学习理论和教材评价理论的有关研究成果，运用了问卷调查法在对北师大版教材的文本进行了理论研究的基础上，对其使用情况进行了调查研究，搜集到了教师和学生对这套教材的真实反馈信息，找出了教材在使用中存在的问题, 分析其原因。调查得出的结论是:北师大版高中英语教材提供了大量丰富多彩的语言输入，选材非常广泛，符合学生的需求和兴趣, 同时也符合高中生的认知需求和特点；作为一套高中英语教材，听说读写各项语言技能都在教材中得到了综合的呈现，语言输入的“突显性”和“复现率”得到了很好的实现。本文的目的是为了帮助人们对北师大版高中英语教材的质量和价值作出相对客观和科学的评价，从而帮助教师更好的认识、理解教材，为教师的教学和今后教材的编写提供一些参考。
关键词:
英语教材；北师大版；评价；参考
Contents
Acknowledgements ............................................................................................................ I Abstract ............................................................................................................................ II 摘 摘
要 .............................................................................................................................. III Contents ........................................................................................................................... IV Chapter One
Introduction ............................................................................................ 1 1.1 Background of the Study ....................................................................................... 1 1.2 Purpose and Significance of the Study.................................................................. 2 1.3 General Structure of the Study .............................................................................. 3 Chapter Two
Literature Review ................................................................................... 4 2.1 Definition of the English Textbook ....................................................................... 4 2.2 Function of the English Textbook ......................................................................... 4 2.3 Development of Senior Middle School EnglishTextbooks in Recent Years ......... 5 2.4 Some Textbook Evaluation Criteria ...................................................................... 6 2.4.1 Types of Textbook Evaluation ...................................................................... 6 2.4.2 Criteria for Textbook Evaluation .................................................................. 7 2.4.3 A Working Model of Textbook Evaluation ................................................... 9 2.5 The Evaluation of the English Textbook Beijing Normal University Version in China ................................................................................................................... 10 Chapter Three
Evaluating Textbook for Senior Middle School Beijing Normal University Version .................................................................................................... 12 3.1 Components of the English Textbook Beijing Normal University Version ......... 12 3.2 Matching with Standard ...................................................................................... 12 3.3 Compiler’s Evaluation of the Textbook .............................................................. 15 3.4 Item Analysis of Textbook Beijing Normal University Version .......................... 17 3.4.1 Vocabulary .................................................................................................. 17 3.4.2 Grammar ..................................................................................................... 17 3.4.3 Skills ........................................................................................................... 18 3.4.4 Social-cultural Content ............................................................................... 19 3.4.5 Language Input and Output ........................................................................ 19
3.4.6 Variety of the Texts ..................................................................................... 19 3.5 Task Evaluation of the Textbook Beijing Normal University Version ................ 20 3.5.1 Types of Task in the Textbook .................................................................... 20 3.5.2 Overall Analysis of the Task Types ............................................................ 21 Chapter Four
Design of the Research ........................................................................ 23 4.1 Objectives............................................................................................................ 23 4.2 Participants .......................................................................................................... 23 4.3 Instruments .......................................................................................................... 23 4.4 Design ................................................................................................................. 23 4.5 Data Analysis on Teachers’ Background Information......................................... 24 Chapter Five
Findings and Discussions ..................................................................... 31 5.1 Advantages of the English Textbook ................................................................... 31 5.2 Disadvantages of the English Textbook .............................................................. 32 5.3 Suggestion for Teachers ...................................................................................... 33 5.3.1 Developing Students’ Language Application Ability ................................. 33 5.3.2 Focusing on Students .................................................................................. 33 5.3.3 Developing Students’ Learning Strategies .................................................. 34 5.3.4 Collecting Questions That Students Are Interested .................................... 34 Conclusion ....................................................................................................................... 35 Bibliography .................................................................................................................... 37 Appendix .............................................................................................................................
.......................................................................................................................................... 41 附：本人在读研期间发表的科研论文及获奖情况一览表 ............. 错误!未定义书签。
Chapter One
Introduction
1.1 Background of the Study Johnson, K point out in his book An Introduction to Foreign Language Learning and Teaching that textbooks are significant to teaching and learning. Ibid says ...