本文選題：初中英語(yǔ)教材 + 口語(yǔ)活動(dòng)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：文章以中國(guó)目前廣泛使用的四套初中英語(yǔ)教材---Go for it!(人教版),《英語(yǔ)》(譯林版),《英語(yǔ)》(冀教版),《新標(biāo)準(zhǔn)英語(yǔ)》(外研版)為研究對(duì)象,通過(guò)資料收集及文本比較分析方法,對(duì)教材中涉及的口語(yǔ)活動(dòng)進(jìn)行比較研究。文章以Cunningsworth的教材評(píng)估方法及口語(yǔ)活動(dòng)評(píng)價(jià)清單為理論框架,從四個(gè)方面研究教材中的口語(yǔ)活動(dòng)---活動(dòng)量、分布及呈現(xiàn)方式、教材涵蓋的話題,以及說(shuō)與聽、讀、寫語(yǔ)言技能的關(guān)聯(lián)性。研究發(fā)現(xiàn)：1)在口語(yǔ)活動(dòng)量上, 《新標(biāo)準(zhǔn)英語(yǔ)》(外研版)教材中的口語(yǔ)活動(dòng)量多于其他教材,而《英語(yǔ)》(譯林版)教材中的口語(yǔ)活動(dòng)數(shù)量?jī)H約占其口語(yǔ)活動(dòng)數(shù)量的三分之一。2)在分布方式上,《英語(yǔ)》(譯林版)和《英語(yǔ)》(冀教版)教材中的口語(yǔ)活動(dòng)分布更加規(guī)律、清晰,優(yōu)于Go for it!(人教版)和《新標(biāo)準(zhǔn)英語(yǔ)》(外研版)。在呈現(xiàn)方式上,《英語(yǔ)》(冀教版)教材中不僅包含常見的口語(yǔ)活動(dòng)呈現(xiàn)方式,而且增加了一些新穎有趣的口語(yǔ)練習(xí),更易于引起學(xué)生的興趣,激發(fā)他們的學(xué)習(xí)動(dòng)機(jī)。3)在口語(yǔ)話題上,《新標(biāo)準(zhǔn)英語(yǔ)》(外研版)教材中的口語(yǔ)活動(dòng)涵蓋了《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》中要求的所有話題,其他三個(gè)版本也涵蓋大部分話題。同時(shí),每套教材在口語(yǔ)話題側(cè)重點(diǎn)和清晰度上均有所不同。4)在語(yǔ)言技能上,四套教材中聽說(shuō)讀寫技能結(jié)合的側(cè)重點(diǎn)不同�！队⒄Z(yǔ)》(冀教版)教材主要把說(shuō)和寫結(jié)合,且輔有聽說(shuō)練習(xí)和各種綜合實(shí)踐活動(dòng),而其他版本則側(cè)重聽說(shuō)結(jié)合,同時(shí)也安排一些說(shuō)寫結(jié)合或獨(dú)立的口語(yǔ)活動(dòng)。最后,本研究帶給我們的啟示有：1)設(shè)置數(shù)量合適的口語(yǔ)活動(dòng),保證學(xué)生有足夠的語(yǔ)言輸入。同時(shí)應(yīng)注重口語(yǔ)活動(dòng)的循環(huán),以更好地鞏固所學(xué)知識(shí)。2)教材編寫需要豐富口語(yǔ)活動(dòng)呈現(xiàn)方式,激發(fā)學(xué)生的參與熱情。3)教師可適當(dāng)調(diào)整教材內(nèi)容,使教材中的口語(yǔ)話題符合標(biāo)準(zhǔn),分布有序。4)平衡說(shuō)和聽、讀、寫之間的關(guān)系,提升學(xué)生口語(yǔ)交際能力及綜合語(yǔ)言運(yùn)用能力。
[Abstract]:This article is based on four sets of junior high school English textbooks, Go for it, which are widely used in China. A comparative study of spoken English activities in textbooks was carried out by means of data collection and text comparison analysis. Based on Cunningsworth's textbook evaluation method and the evaluation list of oral activities, this paper studies the activities of spoken English from four aspects: activity, distribution and presentation, topics covered by the textbook, as well as speaking and listening, reading, and so on. The relevance of writing language skills. The study found that the volume of spoken English activity in the New Standard English textbook was higher than that in other textbooks. However, the number of oral activities in English (translated Forest Edition) only accounts for 1/3 of the total number of spoken English activities. The distribution of oral activities in < English > (translated Forest Edition) and < English > (Hebei Education Edition) is more regular and clear. Better than go for it! New Standard English. In terms of presentation, the textbook not only contains some common ways of presenting oral English activities, but also adds some new and interesting oral exercises, which are more likely to arouse students' interest. On the topic of oral English, the oral activities in the New Standard English textbook cover all the topics required in the compulsory English Curriculum Standard, and the other three versions also cover most of the topics. At the same time, each set of textbooks is different in terms of the focus and clarity of spoken English topics. (4) in terms of language skills, the four sets of textbooks have different emphasis on combining listening, speaking and reading and writing skills. It is supplemented by listening and speaking exercises and various comprehensive practical activities, while other versions focus on the combination of listening and speaking, as well as some oral activities in combination of speaking and writing. Finally, we can learn from this study: (1) set up a suitable number of oral activities to ensure that students have enough input. At the same time, we should pay attention to the circulation of oral English activities so as to better consolidate the knowledge learned. 2) the compilation of teaching materials needs to enrich the presentation of oral activities and stimulate students' enthusiasm for participation. 3) the teachers can adjust the contents of the textbooks to make the oral topics in the textbooks conform to the standards. Distribution. 4) balance the relationship between speaking and listening, reading and writing, improve students' oral communication ability and comprehensive language use ability.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 胡壯麟，，陳中竺，趙揚(yáng);肯定成績(jī)，總結(jié)經(jīng)驗(yàn)，提高教材評(píng)估工作的科學(xué)性──記全國(guó)高校英語(yǔ)專業(yè)教材評(píng)估會(huì)議[J];外語(yǔ)界;1995年01期

本文編號(hào)：1919995