閱讀材料作為中職英語(yǔ)教材的重要組成部分,對(duì)培養(yǎng)3+2分段制高職學(xué)生的英語(yǔ)閱讀理解能力有著至關(guān)重要的作用。教材中閱讀材料的選擇和設(shè)計(jì)不僅要從學(xué)生學(xué)習(xí)和教師教學(xué)實(shí)際現(xiàn)狀出發(fā),還應(yīng)遵循中職《英語(yǔ)》課程標(biāo)準(zhǔn)（2011版）（以下簡(jiǎn)稱課程標(biāo)準(zhǔn)）對(duì)教材材料多樣性、選擇性和高質(zhì)量的選用原則及中職英語(yǔ)學(xué)業(yè)水平考試（以下簡(jiǎn)稱水平考試）的升學(xué)要求。本論文選取現(xiàn)行福建省中職學(xué)校常用的兩版教材:《英語(yǔ)》第一冊(cè)（教育科學(xué)版）（以下簡(jiǎn)稱教科版）和《英語(yǔ)教程1》（外語(yǔ)教學(xué)與研究出版）（以下簡(jiǎn)稱外研版）,研究通過(guò)對(duì)兩版教材內(nèi)容和外部教學(xué)實(shí)驗(yàn)進(jìn)行對(duì)比分析,探究哪一版教材更有利于當(dāng)前3+2分段制高職學(xué)生英語(yǔ)閱讀理解能力的培養(yǎng)。本論文的研究問(wèn)題有:1.基于Cunnningsworth的文本評(píng)價(jià)框架,哪版教材其閱讀材料在體裁、題材、篇幅及詞匯、語(yǔ)言特征、讀后練習(xí)上更具選擇性和多樣性?2.結(jié)合教學(xué)實(shí)驗(yàn)及問(wèn)卷調(diào)查,哪版教材的閱讀材料更為學(xué)生所適應(yīng),體現(xiàn)高質(zhì)量?文本評(píng)價(jià)框架對(duì)比結(jié)果表明,兩版教材中的閱讀材料在不同程度上均符合課程標(biāo)準(zhǔn)的要求。在體裁上,兩版教材均體現(xiàn)多樣性且教科版使用對(duì)話形式更容易為學(xué)生所接受;在題材選擇上,兩版教材均... 

【文章來(lái)源】：福建師范大學(xué)福建省

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
        1.2.1 Purpose of the Study
        1.2.2 Significance of the Study
    1.3 Structure of the Paper
Chapter Two Literature Review and Theoretical Basis of the Study
    2.1 Studies of the Evaluation of Textbooks
        2.1.1 Studies of the Evaluation of Textbooks Abroad
        2.1.2 Studies of the Evaluation of Textbooks at Home
    2.2 Studies of English Reading Material Evaluation
        2.2.1 Studies of English Reading Material Evaluation Abroad
        2.2.2 Studies of English Reading Material Evaluation at Home
    2.3 The Condition of English Textbook Evaluation in Secondary Vocational School
    2.4 Theoretical Basis of the Study
        2.4.1 Krashen’s Input Hypothesis Theory
        2.4.2 Studies of Input Hypothesis Theory at Home and Abroad
Chapter Three Current Situation of English Reading Teaching in Fujian BusinessSchool
    3.1 Students
        3.1.1 Five-year Higher Vocational Education
        3.1.2 Students’ Questionnaire Results and Analysis
    3.2 Teaching Condition of English Reading
    3.3 Summary
Chapter Four Comparative Study of ESPH and FLTRP
    4.1 Basic Structures of ESPH and FLTRP
    4.2 Content Evaluation of ESPH and FLTRP
        4.2.1 Comparison of Genre
        4.2.2 Comparison of Topic Selection
        4.2.3 Comparison of Length and Vocabulary
        4.2.4 Comparison of Linguistic Features
        4.2.5 Comparison of Post-reading Exercises
    4.3 Summary
Chapter Five Reading Teaching Design and Experimental Data Analysis
    5.1 Reading Teaching Design
        5.1.1 Object of the Experiment
        5.1.2 Questions of the Experiment
        5.1.3 Methods of the Experiment
        5.1.4 Procedures of the Experiment
        5.1.5 Example of Reading Teaching Design
    5.2 Analysis of Students' Pre-test and Post-test Scores
        5.2.1 Analysis of Students' Pre-test Scores
        5.2.2 Students' Post-test Scores and Comparative Analysis
        5.2.3 Summary
    5.3 Questionnaire results and analysis after the experiment
        5.3.1 Analysis of the Results of the Questionnaire
        5.3.2 Summary
Chapter Six Conclusion
    6.1 Findings of the Study
    6.2 Implications of the Study
    6.3 Limitations and Future Directions of the Study
References
AppendixⅠ Questionnaires
AppendixⅡ Teaching Procedures of ESPH and FLTRP
AppendixⅢ Pre- and Post-tests
Appendix Ⅳ Pre- and Post-tests’ Scores of Experiments
攻讀學(xué)位期間承擔(dān)的科研任務(wù)與主要成果
Acknowledgements
個(gè)人簡(jiǎn)歷



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