小学英语教材内容组织的比较研究—以人教版PEP教材和香港牛津New Magic教材为例 A Comparative Analysis on the Content Organization of Primary School English Textbooks — a Case Study of PEP and New Magic文献综述

 2023-03-23 08:03


A Comparative Analysis on the Content Organization of Primary School English Textbooks

—— a Case Study of PEP and New Magic

Abstract: This chapter summarizes the extensive research on textbooks, including textbook evaluation, textbook content organization and curriculum standards, as well as relevant research at home and abroad.

Keywords: Textbook; Evaluation; Structure; Curriculum goal

一、文献综述

1. Textbook evaluation

At present, the fundamental starting point of textbook analysis and evaluation in China is the national curriculum standard. As the main basis for textbook compilation, teaching evaluation and examination proposition, it guides the textbooks to constantly adapt to the requirements of teaching reform (Zhong, Cui, Zhang, 2003), so textbook evaluation should also follow principles referred by curriculum goals.

In addition to curriculum goals, there are many scholars proposing other principles or structures of textbook evaluation. Domestically, Cheng (2011) put forward two main principles of textbook evaluation: the effect principle and the efficiency principle. The effect principle is to examine whether the textbook can achieve the pre conceived effect, and the efficiency principle is to examine whether the evaluated textbook can more effectively meet the learning needs and achieve the pre conceived learning effect than other textbooks. Cheng (2011) also proposed two evaluation methods which textbook evaluation is usually carried out from. The first is internal evaluation that is to evaluate the scientificity, rationality and effectiveness of the textbook itself or inherent. The internal evaluation of textbooks generally includes evaluation on teaching ideology of textbooks, the teaching methods used in textbooks, the selection and arrangement of textbooks, the authenticity and idiomaticity of language materials in textbooks, the components of textbooks and the design of textbooks. The second is external evaluation to evaluate the applicability of textbooks to a specific user group to see whether a teaching material is applicable to the group. One of the preconditions of external evaluation is to analyze the needs of students, teachers and educational administrative departments. External evaluation is based on internal evaluation.

Hou and Zhang (2019) put forward the construction of textbook evaluation standards, and pointed out that analyzing the positioning of textbook evaluation standards from the perspective of textbook evaluation research will help to better understand the function and possible path of such research. The construction of textbook evaluation criteria can be regarded as a 'middle-level theory' research that connects basic theoretical research with practical application research. Based on this conclusion, the construction of textbook evaluation standards shoulders the task of theoretical model construction or modeling, that is, in order to describe the quality characteristics of textbooks, appropriately screen various factors of textbooks, and express the systematic composition of textbooks carrying quality characteristics by means of conceptual analysis, theoretical derivation and chart collection.

Scholars abroad also distinguished different types of textbook evaluation. Grant (1987) divided textbooks into preliminary evaluation, detailed evaluation and in use evaluation. In order to establish a complete framework and systematically compare textbooks with actual needs, Grant designed the teaching material evaluation table designed and it is simple, practical and easy to operate. Grant designed the textbook evaluation form, which has three parts: whether the textbook meets the learning needs of students; whether the teaching materials meet the teaching needs of teachers; whether the teaching materials meet the requirements of curriculum standards.

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