三维目标视阈下初中英语教材对比分析

发布时间：2018-01-20 05:12

本文关键词： 人教版仁爱版沪教版三维目标初中英语教材　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：初中英语教材三维目标的落实,既是践行课程教学三维目标的写照,又是学生全面发展的要求。语言学研究者认为英语教材研究作为教学实践范畴的主要问题之一,实践价值高于理论价值。从事英语教育的一线教师担心自己的理论修养不够,将教育研究神圣化,不敢轻易涉足。在这之间形成了英语教材研究的真空。因此研究三维目标视阈下初中英语教材的特点与差异很有必要。研究选取全国通用教材人教版、地方特色教材沪教版和民办教材仁爱版的初中英语教材为研究材料。济源思礼第一初级中学使用人教版教材,深圳金源学校使用沪教版教材,海南师范大学附属中学使用过仁爱版和人教版教材。对15名来自三所学校的英语教师进行访谈,每个学校各五名,教龄均在5年以上。为保证访谈效果,访谈者需提前一个月研读其他两版教材,访谈内容为三种教材的特点与差异。研究表明,在知识与技能方面,初中英语教材体现了功能-结构-话题-任务,系统性和阶段性的有机结合。核心词汇量相当,词汇呈现和复习方式不一,核心词汇的复习力度不够。人教版的词汇呈现在图片中,仁爱版的单词主要藏在对话和阅读中,沪教版主要藏在阅读中。仁爱版设置单独的复习单元,沪教版和人教版没有安排单独的复习单元复习所学词汇。语音复习不到位,且操练方式单一,全部采用听音模仿的方式。人教版和沪教版没有复习音标,仁爱版在八年级复习易混淆音标。语法相似,由易到难。沪教版的语法难度最高,人教版的语法难度系数最低。人教版和仁爱版语法细腻,沪教版语法框架清晰。初中英语教材全面培养听说读写四种技能,但四种技能培养比重有差异,输入比重低于输出比重。沪教版注重阅读的培养,仁爱版和人教版听说读写四种技能重视度相当。在过程与方法方面,初中英语教材兴趣与方法的有机结合,都提供了大量的学习策略,过程与方法每个单元设置相同。在情感态度与价值观方面,初中英语教材语言素质和综合素质有机结合,个人价值与社会价值、科学价值与人文价值、人类价值与自然价值统一于单元话题之中,简称三大统一价值。三大统一价值并不是孤立存在,融于各个单元。因此对初中英语教材编写提出下列建议:设置相近的话题复习核心词汇,将所学的核心单词列在附录里;词汇呈现方式和操练方式要多样化;设置多个单元区分易混淆语音,且语音操练活动多样化;均衡四种技能,增加输出比重所占页面比例;每个单元的过程与方法要灵活多变,保持新鲜感。
[Abstract]:The implementation of the three-dimensional objectives of junior high school English teaching materials is not only a reflection of the practice of the three-dimensional objectives of curriculum teaching. It is also the requirement of students' all-round development. Linguists think that the study of English teaching materials is one of the main problems in the field of teaching practice. The practical value is higher than the theoretical value. The first-line teachers who are engaged in English education are worried that their theoretical accomplishment is not enough, so they consecrate the educational research. So it is necessary to study the characteristics and differences of junior middle school English textbooks under the three dimensional objective. Local characteristic textbooks Shanghai and private textbooks benevolent version of junior high school English textbooks for the research materials. Jiyuan Li the first junior middle school to use the people version of teaching materials, Shenzhen Jinyuan school uses the Shanghai edition of teaching materials. Hainan normal University affiliated middle schools have used benevolence version and human education version of the teaching materials. 15 English teachers from three schools were interviewed, each school with five years of teaching experience in order to ensure the results of the interview. The interviewees need to study the other two textbooks one month in advance. The contents of the interviews are the characteristics and differences of the three textbooks. The research shows that the junior middle school English textbooks embody function-structure-topic-task in terms of knowledge and skills. Systematic and phased organic combination. The core vocabulary is equal, vocabulary presentation and review methods are different, the review of core vocabulary is not strong enough. Human education version of the vocabulary is presented in the picture. The words of the benevolence version are mainly hidden in dialogue and reading, while the Shanghai edition is mainly hidden in the reading. The benevolence version sets up a separate review unit. The Shanghai edition and the edition did not arrange the individual revision unit to review the vocabulary. The pronunciation review is not in place, and the practice way is single, all uses the listening sound imitation way. The person teaches the edition and the Shanghai education edition does not review the phonetic symbol. Love version in the eighth grade review easily confused phonetic symbols. Similar grammar from easy to difficult. Shanghai version of the highest grammatical difficulty, the lowest coefficient of grammatical difficulty. The grammar framework of the Shanghai Education Edition is clear. The junior middle school English teaching materials comprehensively cultivate the four skills, but the proportion of the four skills cultivation is different, the proportion of input is lower than the proportion of output. Shanghai Education Edition pays attention to the training of reading. In the process and method, the organic combination of interest and method in junior high school English teaching materials provides a large number of learning strategies. The process and method are the same for each unit. In terms of emotional attitude and values, the language quality and comprehensive quality of junior high school English teaching materials are organically integrated, personal value and social value, scientific value and humanistic value. The human value and the natural value unify in the unit topic, referred to as the three unified values. The three unified values do not exist in isolation. Therefore, the following suggestions are put forward for the compilation of junior high school English textbooks: setting up similar topics to review the core vocabulary, and listing the core words in the appendix; The presentation and practice of vocabulary should be diversified; A plurality of units are set to distinguish easily confused speech, and the speech practice activities are diversified; Balance the four skills, increase the proportion of the output page proportion; The process and method of each unit should be flexible and fresh.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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