《英语》（译林版）分析与评价

发布时间：2018-07-08 12:05

本文选题：《英语》(译林版) + 英语课程标准(2011)　；参考：《鲁东大学》2015年硕士论文

【摘要】：教材是英语课程实施的重要组成部分，选择和使用合适的教材是完成教学任务和实现教学目标的重要前提。在《英语课程标准》（2011）的指导下，教材版本呈现多样化，因此，教材评价显得尤其重要。自二十世纪八十年代以来，国内外学者开始研究教材评价。国外学者提出了许多教材评价理论，，同时设计了诸多评价原则或评价清单。但是，我们并不能将国外的评价理论直接照搬用来评价中国的英语教材。研究中国英语教材应该将相关的理论、当前英语课程标准以及教材使用者的需求考虑在内。近几年国内的教材评价大多是从使用者的需求方面着手，而很少有基于认知学习理论和建构主义学习理论进行的教材研究。因此有必要在这一领域将理论与实践相结合进行研究。基于评价理论和数据分析，本文对初中《英语》（译林版）进行了评价分析。该套教材是在《英语课程标准》（2011）理念下编写的教材，目前已使用两年。然而，任何一种教材都不可能是完美的，这套教材也不例外，在实际的教学操作和学习过程中也有可能存在些许问题。基于文本分析法和调查问卷法，本文将从以下几个方面对初中《英语》（译林版）进行分析与评价。首先，在认知学习理论和建构主义学习理论的指导下，通过文本分析，分析评价该教材内容是否注重学生原有知识结构，是否贴近学生的社会生活，是否接近学生的“最近发展区”，是否为学生提供发现学习的机会。其次，通过解读《英语课程标准》（2011），对该套教材从选材和编排方面进行评析，同时依据思想性、科学性、趣味性和灵活性这四大教材编写原则对其进行评析。最后，对使用过该套教材的教师和学生进行问卷调查，对该教材的实际使用情况进行分析研究，从而发现其优势与不足。本研究的主要问题如下： 1）《英语》（译林版）是否体现了认知学习理论和建构主义学习理论的思想？ 2）《英语》（译林版）是否符合《英语课程标准》（2011）中教材编写的原则？ 3）《英语》（译林版）是否满足了英语教学中教师的实际教学需要和学生的学习需求？本研究使用的主要研究工具是调查问卷。调查问卷的内容是根据何安平的“中学英语教材评价表”和Grant设计的调查问卷并依照本研究的实际需要改编而来，该问卷包括教师问卷和学生问卷。本研究的实地调查于2014年10月下旬在江苏省连云港市进行。调查对象为江苏省连云港市一所重点中学和一所普通中学的340名学生和30名英语教师。最后有300份有效学生问卷和30份有效教师问卷。通过有效的数据收集并进行百分比统计，采用图表方式呈现调查结果，分析图表所呈现的调查数据并对其进行讨论。最后得出的研究发现如下：首先，《英语》（译林版）体现了认知学习理论和建构主义学习理论的思想，教材的内容重视学生的原有认知结构并贴近学生的“最近发展区”。教材中的知识是小学学习的延伸，并且每个单元的主题都是学生所熟悉的，贴近学生的社会生活。整个材料也为学生提供了发现学习的机会。其次，《英语》（译林版）基本满足《英语课程标准》（2011）提出的思想性、科学性、趣味性和灵活性四大教材编写原则，但该教材的思想性与灵活性不够，不是每个单元的内容都体现思想性原则，且内容未能考虑到城乡差异。再次，《英语》（译林版）基本满足初中英语教学中教师的实际教学需要和学生的学习需求。广大教师和学生认为这套教材的语言知识安排较好，语音，词汇和语法都有涉及到。该套教材中的题材也比较丰富，听说读写各项技能的练习都涉及到，并且四项语言技能的练习能够达到一定的平衡。这套教材有利于培养学生良好的情感态度。教材中有很多介绍中西方文化的内容，这有助于学生了解中西方的知识，培养他们的文化意识。然而，有一半的学生对其中的英语写作的话题不太感兴趣。教材中涉及的一些学习策略对学生的英语学习有一定的帮助，但与教材其他部分相比而言，学习技巧这部分的设计不是很好。大多数学生认为教材中介绍的这些学习技巧对于他们养成良好的学习习惯帮助不大。
[Abstract]:Teaching materials are an important part of the implementation of English courses. Choosing and using appropriate textbooks is an important prerequisite for the completion of teaching tasks and the realization of teaching goals. Under the guidance of "English curriculum standard > (2011)", the textbooks are diversified. Therefore, the evaluation of teaching materials is particularly important.
Since 1980s, scholars at home and abroad have begun to study the evaluation of teaching materials. Foreign scholars have put forward many evaluation theories on teaching materials and have designed many evaluation principles or evaluation lists. However, we can not directly copy foreign evaluation theories to evaluate Chinese English textbooks. The theory of Guan, the current English curriculum standards and the needs of the users of the textbooks are taken into account. In recent years, most of the domestic textbooks have been evaluated from the needs of the users, but few of the textbooks are based on the theory of cognitive learning and constructivist learning. Therefore, it is necessary to combine theory and practice in this field. Do research.
Based on the evaluation theory and data analysis, this paper makes an evaluation and analysis of junior middle school < English > (translated forest Edition). The textbook is a textbook written under the concept of "English curriculum standard > (2011)". It has been used for two years. However, any kind of teaching material can not be perfect. This set of teaching materials is no exception, in the practical teaching and learning process. There may be some problems.
Based on text analysis and questionnaire, this paper will analyze and evaluate junior middle school < English > (translated forest version) from the following aspects. First, under the guidance of cognitive learning theory and constructivist learning theory, through text analysis, it analyzes and evaluates whether the content of the textbook emphasizes the original knowledge structure of the students and is close to the students' society. Whether life is close to the student's "Recent Development Zone" or not to provide students with the opportunity to discover and learn. Secondly, through the interpretation of the English Curriculum Standard (2011), this set of materials from the selection and arrangement of the material, and according to the ideological, scientific, interesting and flexible, the writing principles of the four teaching materials are evaluated. Finally, A questionnaire survey was conducted among the teachers and students who had used the textbook, and the actual use of the textbook was analyzed, so as to find its advantages and disadvantages.
The main problems of this study are as follows:
1) does the English version reflect the idea of cognitive learning theory and constructivist learning theory?
2) does the English version conform to the principles of the English Curriculum Standard (2011)?
3) does the English version satisfy the actual teaching needs of teachers and students' learning needs in English teaching?
The main research tool used in this study is the questionnaire. The questionnaire was based on He Anping's "middle school English textbook evaluation list" and the questionnaire designed by Grant and adapted according to the actual needs of the study. The questionnaire included the teacher questionnaire and the student questionnaire. The field survey was in Jiangsu in late October 2014. 340 students and 30 English teachers in a key middle school and a general middle school in Lianyungang City, Jiangsu Province, were carried out in Lianyungang. Finally, there were 300 valid student questionnaires and 30 effective teacher questionnaires. The survey data presented and discussed.
The final findings are as follows:
First, < English > (translated forest) embodies the thought of cognitive learning theory and constructivist learning theory. The contents of the textbook attach importance to the original cognitive structure of the students and close to the "Recent Development Zone" of the students. The knowledge in the textbook is the extension of the primary school, and the main questions of each unit are familiar to the students and close to the students' social life. The whole material also provides students with opportunities to discover and learn.
Secondly, < English > (translated forest) basically meets the principles of writing the four textbooks of ideological, scientific, interesting and flexible, which is proposed by the English Curriculum Standard (2011). However, the ideological and flexibility of the teaching material is not enough, and the content of each unit is not reflected in the ideological principle, and the content of the textbook does not take into account the differences between the urban and rural areas.
Again, < English > (translated forest) basically meets the actual needs of the teachers in the teaching of junior middle school and the needs of the students. The majority of the teachers and students think that the language knowledge is well arranged, the pronunciation, the vocabulary and the grammar are all involved. The subjects in this set of textbooks are also rich in the subjects, and the practice of listening and speaking, reading and writing are involved in all the exercises. There are four language skills to achieve a certain balance. This set of materials helps to develop a good emotional attitude. There are many introductory and Western cultures in the textbook. This helps students to understand the knowledge of the West and cultivate their cultural awareness. However, half of the students are about the topic of English writing. Not very interested. Some of the learning strategies involved in the textbook help students to learn English, but compared with the other parts of the textbook, the design of learning skills is not very good. Most students think that the learning skills introduced in the teaching materials help them to develop good learning habits.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G634.41

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