人教版初中英语教科书中的国际理解教育内容研究

发布时间：2018-06-18 23:36

本文选题：英语教科书 + 国际理解教育　；参考：《西南大学》2017年硕士论文

【摘要】：全球化时代的到来,各国积极推进国际理解教育的理论和实践研究,并在中小学开展国际理解教育。根据教育部制定的义务教育英语课程标准中的基本理念指出,学生通过对英语的学习,具有初步的国际理解意识。《中国学生核心素养》总体框架正式发布,要求培养学生的国际理解素养,培养全球意识和开放心态,关注全球挑战,理解人类共同命运。人教版初中英语教科书具有工具性和人文性双重性质,是培养学生人文素养、思维能力、文化意识的重要工具,同时有助于增进国际理解。因此,研究人教版初中英语教科书中的国际理解教育内容具有重大意义。根据相关研究成果罗列了国际理解教育的相关分析框架,将国际理解教育划分为三大主题即国际议题、国际文化、国际联结,并将人教版(2013版)初中英语教科书作为研究对象,主要采用的研究方法是文献法和内容分析法。首先,整体分析教科书中国际理解教育内容的呈现方式的理念和内容选择原则;接下来分析三大主题的涉及到的选文的整体分布情况以及各次主题涉及选文的分布情况和呈现方式,并结合具体案例进行分析;得出教科书中国际理解教育内容选文的分布现状并对其现状影响因素进行分析,影响选文呈现国际理解教育内容的因素主要包括政治制度因素、文化因素、利益相关者因素和学科自身因素。其次,对教材中涉及到的国际理解教育内容的现存优势和存在问题进行分析。人教版初中英语教科书中的国际理解教育内容的现存优势包括:第一,内容比较丰富,主题分布广泛;第二,内容贴近学生的生活,呈现方式多种多样;第三,国际理解教育内容的编写注重对不同文化背景的比较。其不足之处包括:第一,选文中较多关注了文化的共性,忽视了文化的差异性;第二,教科书中的选文倾向以男性为中心,呈现出一定程度的性别歧视;第三,教科书过度重视国际理解知识的传授和语言技能的提升,忽略了学生语言运用和交际能力的培养。最后,为了在中学英语教学中更好地渗透国际理解教育,针对人教版初中英语教科书中呈现国际理解教育内容不足之处,笔者建议从课程标准、教材编写、教师使用三个层面进行改进,以期为英语教科书的编写和使用带来启示。
[Abstract]:With the advent of globalization, countries actively promote the theory and practice of international understanding education, and carry out international understanding education in primary and secondary schools. According to the basic idea of the compulsory education English curriculum standard formulated by the Ministry of Education, students have a preliminary sense of international understanding through learning English. The general framework of "Chinese students' Core Literacy" is officially released. It is necessary to cultivate students' international understanding, global awareness and openness, focus on global challenges and understand the common destiny of mankind. The junior middle school English textbook is of both instrumental and humanistic nature. It is an important tool to cultivate students' humanistic literacy, thinking ability and cultural consciousness, and it is also helpful to enhance international understanding. Therefore, it is of great significance to study the content of international understanding education in junior middle school English textbooks. According to the relevant research results, this paper lists the relevant analytical framework of international understanding education, and divides international understanding education into three major themes: international topic, international culture, international connection, and the English textbook for junior middle school in 2013 edition. The main research methods are literature method and content analysis method. First of all, the overall analysis of the textbooks of the international understanding of the presentation of educational content and the principles of content selection; Then it analyzes the overall distribution of the three major themes and the distribution and presentation of each sub-theme, and analyzes the specific cases. It is concluded that the distribution of international understanding of educational content in textbooks and the analysis of its current influence factors, the main factors affecting the international understanding of educational content include political system factors, cultural factors, Stakeholder factors and discipline itself. Secondly, it analyzes the existing advantages and problems of international understanding of educational content. The existing advantages of the international understanding of the educational content in the English textbooks of junior high school include: first, the content is relatively rich, and the theme is widely distributed; second, the content is close to the life of the students and there are a variety of ways of presenting it; third, the content is close to the life of the students. International understanding of the content of education focuses on the comparison of different cultural backgrounds. Its shortcomings include: first, more attention in the selection of cultural commonalities, ignoring cultural differences; second, textbooks tend to be male-centered, showing a certain degree of gender discrimination; third, The textbook pays too much attention to the teaching of international understanding knowledge and the promotion of language skills, neglecting the cultivation of students' language use and communicative competence. Finally, in order to better permeate the international understanding education in the middle school English teaching, aiming at the deficiency of the international understanding education in the junior middle school English textbook, the author suggests that the curriculum standard and the textbook should be compiled. Teachers use three levels of improvement to bring inspiration to the compilation and use of English textbooks.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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