本文選題：《新編實(shí)用英語(yǔ)》教材 + 口語(yǔ)內(nèi)容評(píng)價(jià)　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：口語(yǔ)作為英語(yǔ)教學(xué)中的重要部分是英語(yǔ)學(xué)習(xí)中的一大難點(diǎn)。隨著我國(guó)高職教育的不斷發(fā)展,高職英語(yǔ)教學(xué)尤其是高職英語(yǔ)口語(yǔ)教學(xué)越來越受到人們的重視,而一本好的口語(yǔ)教材必定對(duì)學(xué)生的口語(yǔ)能力提高起到很大的作用。近年來,市面上涌現(xiàn)出各種不同版本的高職英語(yǔ)教材,《新編實(shí)用英語(yǔ)》自2002年出版后深受學(xué)者的關(guān)注并對(duì)其進(jìn)行大量評(píng)價(jià)研究,但發(fā)現(xiàn)對(duì)《新編實(shí)用英語(yǔ)》口語(yǔ)材料研究比較少。本研究先回顧國(guó)內(nèi)外教材研究現(xiàn)狀,尤其《新編實(shí)用英語(yǔ)》研究情況,在此基礎(chǔ)上以《新編實(shí)用英語(yǔ)》口語(yǔ)內(nèi)容為研究對(duì)象,通過對(duì)福建省使用該教材的某所高職院校的教師36名和學(xué)生200名進(jìn)行不記名的問卷調(diào)查,對(duì)回收的有效問卷進(jìn)行數(shù)據(jù)統(tǒng)計(jì),通過內(nèi)部評(píng)價(jià)與外部評(píng)價(jià)方式對(duì)教材口語(yǔ)部分進(jìn)行分析,同時(shí)針對(duì)問卷中沒有涉及或闡釋不夠清楚的問題進(jìn)行了教師訪談,從而總結(jié)出該教材的優(yōu)點(diǎn)與不足,并對(duì)教材編寫者和使用者提出一些建議。本研究主要探討以下幾個(gè)問題:1.《新編實(shí)用英語(yǔ)》口語(yǔ)內(nèi)容是否符合《高職高專教育英語(yǔ)課程教學(xué)基本要求(試行)》及課標(biāo)規(guī)定的內(nèi)容和要求;2.口語(yǔ)內(nèi)容選擇和安排是否科學(xué)合理;3..口語(yǔ)內(nèi)容是否體現(xiàn)高職教育的職業(yè)性;4.口語(yǔ)內(nèi)容是否能滿足高職師生教學(xué)需求。研究表明:《新編實(shí)用英語(yǔ)》口語(yǔ)內(nèi)容的編寫基本符合《基本要求》的理念;口語(yǔ)話題設(shè)計(jì)科學(xué);口語(yǔ)部分職業(yè)性較強(qiáng),口語(yǔ)活動(dòng)形式豐富;口語(yǔ)語(yǔ)料比較真實(shí)地道;基本滿足高職高專師生的教學(xué)需求等。不足之處在于:口語(yǔ)活動(dòng)難度偏大;教材反映口語(yǔ)學(xué)習(xí)策略的內(nèi)容相對(duì)較少;教材口語(yǔ)內(nèi)容設(shè)置對(duì)學(xué)生評(píng)價(jià)不夠科學(xué);口語(yǔ)篇幅偏長(zhǎng)、訓(xùn)練任務(wù)較重;口語(yǔ)體現(xiàn)文化教育的內(nèi)容不足等。通過以上的分析評(píng)價(jià),本研究給教材編寫者、教師及學(xué)生提出以下幾點(diǎn)啟示:1.編寫者的啟示:調(diào)整口語(yǔ)內(nèi)容難度以適應(yīng)高職學(xué)生需求;設(shè)置口語(yǔ)熱身部分便于學(xué)生課前預(yù)習(xí)和自學(xué);補(bǔ)充體現(xiàn)口語(yǔ)交際策略的相關(guān)內(nèi)容和文化教育內(nèi)容;設(shè)置多元化口語(yǔ)練習(xí)答案;增加常見職業(yè)崗位英語(yǔ)內(nèi)容;制定明確的口語(yǔ)活動(dòng)評(píng)價(jià)細(xì)則;跟蹤調(diào)查教材使用院校,及時(shí)反饋教材使用情況并做出調(diào)整。2.教師的啟示:利用教材口語(yǔ)材料,增強(qiáng)培養(yǎng)學(xué)生口語(yǔ)交際策略的意識(shí);結(jié)合教材口語(yǔ)內(nèi)容調(diào)整傳統(tǒng)的口語(yǔ)教學(xué)評(píng)價(jià)方式;提高教師科學(xué)處理教材口語(yǔ)材料的能力。3.學(xué)生的啟示:積極參與教材口語(yǔ)活動(dòng),增強(qiáng)口語(yǔ)學(xué)習(xí)信心;改進(jìn)口語(yǔ)學(xué)習(xí)方法,充分利用教材口語(yǔ)內(nèi)容提高學(xué)習(xí)效率。
[Abstract]:Oral English as an important part of English teaching is a major difficulty in English learning. With the development of higher vocational education in our country, more and more attention has been paid to higher vocational English teaching, especially oral English teaching, and a good oral teaching material must play a great role in improving students' oral ability. In recent years, various versions of higher vocational English textbooks have emerged in the market. Since the publication of New practical English in 2002, scholars have paid close attention to it and made a lot of evaluation studies on it. However, it is found that there is little research on the oral materials of New practical English. This study first reviews the current situation of textbook research at home and abroad, especially the study of New practical English, on the basis of which the oral content of New practical English is taken as the research object. An anonymous questionnaire survey was conducted among 36 teachers and 200 students in a vocational college in Fujian Province, and the valid questionnaires were collected. Through internal evaluation and external evaluation, this paper analyzes the oral part of the textbook, at the same time, carries on the teacher interview in view of the problem which is not involved or explained clearly in the questionnaire, thus summarizes the advantages and disadvantages of the textbook. Some suggestions are also given to the author and user of the textbook. This study mainly discusses the following questions: 1. Whether the spoken content of New practical English conforms to the basic requirements of English Teaching in higher Vocational Education (trial) > and the contents and requirements of the Curriculum Standard. Whether the choice and arrangement of spoken language content is scientific and reasonable? Whether the spoken language content reflects the vocational nature of higher vocational education. Whether oral content can meet the teaching needs of teachers and students in higher vocational education. The research shows that the writing of spoken English content basically accords with the idea of "basic requirements"; the topic design of oral English is scientific; the professional part of oral English is more professional and the forms of oral activities are abundant; Basically meet the teaching needs of teachers and students in higher vocational colleges. The deficiency lies in: the difficulty of oral English activities is too large; the content of teaching materials reflecting oral learning strategies is relatively less; the setting of oral content of textbooks is not scientific enough to evaluate students; the length of oral English is too long and the task of training is heavy; Spoken language reflects the lack of cultural and educational content and so on. Through the above analysis and evaluation, this study offers the following enlightenment to the textbook writers, teachers and students: 1. The author's enlightenment is to adjust the difficulty of oral language content to meet the needs of higher vocational students; to set up oral warm-up part to facilitate students' pre-study and self-study before class; to supplement relevant contents and cultural and educational contents that embody oral communication strategies; Set up a variety of answers to oral English practice; increase the content of common job English; formulate clear evaluation rules of oral English activities; track the use of teaching materials in colleges and universities, timely feedback the use of teaching materials and make adjustments. 2. The enlightenment of teachers is to strengthen students' awareness of oral communication strategies by using oral materials of teaching materials; to adjust the traditional evaluation methods of oral teaching in combination with the content of spoken materials in textbooks; and to improve teachers' ability of dealing with oral materials scientifically. The inspiration of the students is to actively participate in the oral activities of teaching materials, enhance the confidence of oral learning, improve the methods of oral learning, and make full use of the spoken contents of textbooks to improve the learning efficiency.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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