英语核心素养在人教版高中英语教材中的体现及分布探析

发布时间：2025-03-20 02:07

　　随着经济全球化的加深,国际竞争越来越成为人才的竞争,培养学生的核心素养已经成为国际共识。2014年,我国明确提出通过各学段各学科教学来培养学生核心素养。2017年教育部出版《高中英语课程标准》,要求通过培养学生的语言能力,学习能力,思维品质和文化意识促使其形成能够适应未来发展的必备品格和关键能力。教材是教学的载体,成功的教学更是离不开教师对教材的发掘和使用。因此,本研究从英语核心素养的四个维度出发,在活动理论框架下,通过对使用广泛的人教版高中英语教材的内容分析,和对西安某高中的8名英语教师的访谈论证,探析以下研究问题:(1).人教版高中英语教材是否体现了英语核心素养?它是如何体现及分布的?(2).高中英语教师在使用教材时如何看待英语核心素养?通过对教材Warming up,Reading,Learning about Language,Using Language,Summing up,Learning Tip和Reading for Fun 7个模块的内容分析及教师的访谈发现,人教版高中英语教材总体上能够体现英语核心素养,但四个维度分布并不均衡,主要体现在对学生语言能力的培养,并且也能...

【文章页数】：97 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
        1.2.1 Purpose of the Research
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Organization of the Thesis
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Definiton of Core Concepts
        2.1.1 Key Competences
        2.1.2 English Key Competences
        2.1.3 High School English Textbooks
    2.2 Related Research on English Key Competences
        2.2.1 Research on Connotation and Composition of English Key Competences
        2.2.2 Research on Cultivation Path and Strategy of English Key Competences
    2.3 Related Research on High School English Textbook
    2.4 Related Research on Textbook Anlysis Methods
    2.5 Theoretical Basis
        2.5.1 Origin and Development of Activity Theory
        2.5.2 Framework of Activity Theory
        2.5.3 Textbook Analysis under Activity Theory
CHAPTER Ⅲ METHODOLOGY
    3.1 Research Questions
    3.2 Research Objects and Subjects
    3.3 Research Instruments
        3.3.1 Content Analysis
        3.3.2 Interview
    3.4 Data Collection
    3.5 Data Analysis
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Distribution of English Key Competences in NSEFC
        4.1.1 General Distribution of English Key Competences
        4.1.2 Distribution of Four Dimensions of English Key Competences
            4.1.2.1 Distribution of Linguistic Competence
            4.1.2.2 Distribution of Learning Competence
            4.1.2.3 Distribution of Thinking Competence
            4.1.2.4 Distribution of Cultural Competence
    4.2 Teachers’Perceptions of English Key Competences
        4.2.1 Teachers’Recognitions of English Key Competences
        4.2.2 Teachers’Perceptions of Englsih Key Competences in Textbooks
    4.3 Discussion of the Results under Activity Theory
CHAPTER Ⅴ CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Textbook Editors
        5.2.2 Implications for Teachers
    5.3 Limitations and Suggestions for Future Research
REFERENCES
APPENDICE
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ



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