仁爱版八年级英语教材对话部分的分析与评价

发布时间：2018-04-16 08:13

本文选题：初中英语教材 + 对话　；参考：《闽南师范大学》2016年硕士论文

【摘要】：教材不仅是教师组织教学活动的主要依据,也是学生学习的中心内容。近年来,随着新课程改革的不断深入,我国的教材出版发行体制也发生了重大变革,我国中学英语教材实现了“一纲一本”向“一纲多本”的转变,仁爱版初中英语教材就是在这种背景下出版发行。许多学者对这套教材进行了整体的评价研究,但从对话部分的角度对这套教材进行评价的研究并不多见。因此本研究以口语交际能力为切入点,对该教材的对话部分进行整体的分析评价,旨在帮助中学英语教师更好地使用教材,并为教育行政部门和教材编写者更新教材提供相关建议。本研究采用文本分析法、文献分析法、问卷调查法和访谈法等研究方法,通过对仁爱版初中英语八年级教材对话部分的文本分析,以及漳州实验中学193名初二学生和30名英语教师的调查研究,旨在研究以下问题:(1)仁爱八年级英语教材的对话部分是否符合程晓堂提出的教材内部评价的相关要求?(2)仁爱八年级英语教材的对话部分是否符合教师的教学需要和学生的学习需要?本论文的研究结果如下:(1)仁爱八年级英语教材的对话部分符合程晓堂提出的教材内部评价的相关要求。首先在教学指导思想方面,该教材的对话部分符合课程标准提出的工具性和人文性统一的教学指导思想。其次在蕴含的教学方法方面,该教材的对话部分是以情景法和交际法为主,同时吸收了任务型教学法和听说法等多种教学法的优点。再次在教学内容的选择和安排方面,该教材的对话部分符合课程标准的要求,遵循了语言学习和学生认知发展的规律。但部分语法知识没有遵循“循序渐进”的原则,且包含的任务型活动较少。最后在语言素材的真实性方面,该教材的对话部分的语言素材基本具有真实性,但部分语言素材专写痕迹太浓。(2)仁爱八年级英语教材的对话部分符合教师的教学需要和学生的学习需要。如:该教材的对话部分所占比重合理,口语活动形式丰富,话题贴近学生的实际生活,内容和活动形式难度符合学生的认知水平。但也存在着一些需要改进的方面,如:对话部分中编排的自由口语表达活动较少,部分对话篇幅太长,语言知识点偏多。为此,笔者从教师、学生、教材编写者三个层面对初中英语教材编写提出相应的建议。
[Abstract]:Teaching material is not only the main basis for teachers to organize teaching activities, but also the central content of students' learning.In recent years, with the deepening of the new curriculum reform, great changes have taken place in the publishing and distribution system of textbooks in our country.Benevolent version of junior high school English textbooks is published in this context.Many scholars have carried on the overall appraisal research to this set of textbooks, but the research on the evaluation of this set of textbooks from the angle of dialogue is rare.Therefore, the purpose of this study is to analyze and evaluate the dialogue part of the textbook from the perspective of oral communicative competence, in order to help English teachers in middle schools to make better use of the textbook.It also provides relevant suggestions for educational administrative departments and textbook writers to update the textbooks.In this study, text analysis, literature analysis, questionnaire survey and interview are used to analyze the dialogue part of the eighth grade junior high school textbook.As well as 193 junior high school students and 30 English teachers in Zhangzhou Experimental Middle School,The purpose of this study is to study the following questions: 1) whether the dialogue part of the English textbook for Grade 8 of benevolence meets the relevant requirements of the internal evaluation of the textbook put forward by Cheng Xiaotang. (2) whether the dialogue part of the English textbook of Grade 8 of benevolence meets the teaching needs of the teachers.And students' learning needs?The results of this thesis are as follows: (1) the dialogue part of the English textbook of Benevolent Grade 8 meets the requirements of Cheng Xiaotang's internal evaluation.First, in the teaching guiding ideology, the dialogue part of the textbook accords with the teaching guiding ideology of the unity of tool and humanism put forward in the course standard.Secondly, in terms of the teaching methods involved, the dialogue part of the textbook is mainly situational and communicative, while absorbing the advantages of task-based teaching and listening and speaking.Thirdly, in terms of the choice and arrangement of teaching contents, the dialogue part of the textbook conforms to the requirements of curriculum standards and follows the rules of language learning and students' cognitive development.However, some grammatical knowledge does not follow the principle of "step by step" and contains less task-based activities.Finally, in terms of the authenticity of the language material, the dialogue part of the textbook has the basic authenticity of the language material.However, some of the language materials are too rich. 2) the dialogue of the English teaching materials of the eighth grade of benevolence meets the teachers' teaching needs and the students' learning needs.For example: the dialogue part of the textbook occupies a reasonable proportion, the oral activity forms are rich, the topic is close to the student's actual life, the content and the activity form difficulty accord with the student's cognition level.However, there are still some aspects to be improved, such as the small number of free spoken language activities arranged in the dialogue part, the length of some dialogues and the language knowledge.Therefore, the author puts forward some suggestions on junior high school English textbook compiling from three aspects: teacher, student and textbook writer.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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