隨著經(jīng)濟全球化的加深,國際競爭越來越成為人才的競爭,培養(yǎng)學(xué)生的核心素養(yǎng)已經(jīng)成為國際共識。2014年,我國明確提出通過各學(xué)段各學(xué)科教學(xué)來培養(yǎng)學(xué)生核心素養(yǎng)。2017年教育部出版《高中英語課程標(biāo)準(zhǔn)》,要求通過培養(yǎng)學(xué)生的語言能力,學(xué)習(xí)能力,思維品質(zhì)和文化意識促使其形成能夠適應(yīng)未來發(fā)展的必備品格和關(guān)鍵能力。教材是教學(xué)的載體,成功的教學(xué)更是離不開教師對教材的發(fā)掘和使用。因此,本研究從英語核心素養(yǎng)的四個維度出發(fā),在活動理論框架下,通過對使用廣泛的人教版高中英語教材的內(nèi)容分析,和對西安某高中的8名英語教師的訪談?wù)撟C,探析以下研究問題:(1).人教版高中英語教材是否體現(xiàn)了英語核心素養(yǎng)?它是如何體現(xiàn)及分布的?(2).高中英語教師在使用教材時如何看待英語核心素養(yǎng)?通過對教材Warming up,Reading,Learning about Language,Using Language,Summing up,Learning Tip和Reading for Fun 7個模塊的內(nèi)容分析及教師的訪談發(fā)現(xiàn),人教版高中英語教材總體上能夠體現(xiàn)英語核心素養(yǎng),但四個維度分布并不均衡,主要體現(xiàn)在對學(xué)生語言能力的培養(yǎng),并且也能...

【文章頁數(shù)】：97 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
        1.2.1 Purpose of the Research
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Organization of the Thesis
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Definiton of Core Concepts
        2.1.1 Key Competences
        2.1.2 English Key Competences
        2.1.3 High School English Textbooks
    2.2 Related Research on English Key Competences
        2.2.1 Research on Connotation and Composition of English Key Competences
        2.2.2 Research on Cultivation Path and Strategy of English Key Competences
    2.3 Related Research on High School English Textbook
    2.4 Related Research on Textbook Anlysis Methods
    2.5 Theoretical Basis
        2.5.1 Origin and Development of Activity Theory
        2.5.2 Framework of Activity Theory
        2.5.3 Textbook Analysis under Activity Theory
CHAPTER Ⅲ METHODOLOGY
    3.1 Research Questions
    3.2 Research Objects and Subjects
    3.3 Research Instruments
        3.3.1 Content Analysis
        3.3.2 Interview
    3.4 Data Collection
    3.5 Data Analysis
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Distribution of English Key Competences in NSEFC
        4.1.1 General Distribution of English Key Competences
        4.1.2 Distribution of Four Dimensions of English Key Competences
            4.1.2.1 Distribution of Linguistic Competence
            4.1.2.2 Distribution of Learning Competence
            4.1.2.3 Distribution of Thinking Competence
            4.1.2.4 Distribution of Cultural Competence
    4.2 Teachers’Perceptions of English Key Competences
        4.2.1 Teachers’Recognitions of English Key Competences
        4.2.2 Teachers’Perceptions of Englsih Key Competences in Textbooks
    4.3 Discussion of the Results under Activity Theory
CHAPTER Ⅴ CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Textbook Editors
        5.2.2 Implications for Teachers
    5.3 Limitations and Suggestions for Future Research
REFERENCES
APPENDICE
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ



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