本文選題：初中英語教材 + 對(duì)話　； 參考：《閩南師范大學(xué)》2016年碩士論文

【摘要】：教材不僅是教師組織教學(xué)活動(dòng)的主要依據(jù),也是學(xué)生學(xué)習(xí)的中心內(nèi)容。近年來,隨著新課程改革的不斷深入,我國(guó)的教材出版發(fā)行體制也發(fā)生了重大變革,我國(guó)中學(xué)英語教材實(shí)現(xiàn)了“一綱一本”向“一綱多本”的轉(zhuǎn)變,仁愛版初中英語教材就是在這種背景下出版發(fā)行。許多學(xué)者對(duì)這套教材進(jìn)行了整體的評(píng)價(jià)研究,但從對(duì)話部分的角度對(duì)這套教材進(jìn)行評(píng)價(jià)的研究并不多見。因此本研究以口語交際能力為切入點(diǎn),對(duì)該教材的對(duì)話部分進(jìn)行整體的分析評(píng)價(jià),旨在幫助中學(xué)英語教師更好地使用教材,并為教育行政部門和教材編寫者更新教材提供相關(guān)建議。本研究采用文本分析法、文獻(xiàn)分析法、問卷調(diào)查法和訪談法等研究方法,通過對(duì)仁愛版初中英語八年級(jí)教材對(duì)話部分的文本分析,以及漳州實(shí)驗(yàn)中學(xué)193名初二學(xué)生和30名英語教師的調(diào)查研究,旨在研究以下問題:(1)仁愛八年級(jí)英語教材的對(duì)話部分是否符合程曉堂提出的教材內(nèi)部評(píng)價(jià)的相關(guān)要求?(2)仁愛八年級(jí)英語教材的對(duì)話部分是否符合教師的教學(xué)需要和學(xué)生的學(xué)習(xí)需要?本論文的研究結(jié)果如下:(1)仁愛八年級(jí)英語教材的對(duì)話部分符合程曉堂提出的教材內(nèi)部評(píng)價(jià)的相關(guān)要求。首先在教學(xué)指導(dǎo)思想方面,該教材的對(duì)話部分符合課程標(biāo)準(zhǔn)提出的工具性和人文性統(tǒng)一的教學(xué)指導(dǎo)思想。其次在蘊(yùn)含的教學(xué)方法方面,該教材的對(duì)話部分是以情景法和交際法為主,同時(shí)吸收了任務(wù)型教學(xué)法和聽說法等多種教學(xué)法的優(yōu)點(diǎn)。再次在教學(xué)內(nèi)容的選擇和安排方面,該教材的對(duì)話部分符合課程標(biāo)準(zhǔn)的要求,遵循了語言學(xué)習(xí)和學(xué)生認(rèn)知發(fā)展的規(guī)律。但部分語法知識(shí)沒有遵循“循序漸進(jìn)”的原則,且包含的任務(wù)型活動(dòng)較少。最后在語言素材的真實(shí)性方面,該教材的對(duì)話部分的語言素材基本具有真實(shí)性,但部分語言素材專寫痕跡太濃。(2)仁愛八年級(jí)英語教材的對(duì)話部分符合教師的教學(xué)需要和學(xué)生的學(xué)習(xí)需要。如:該教材的對(duì)話部分所占比重合理,口語活動(dòng)形式豐富,話題貼近學(xué)生的實(shí)際生活,內(nèi)容和活動(dòng)形式難度符合學(xué)生的認(rèn)知水平。但也存在著一些需要改進(jìn)的方面,如:對(duì)話部分中編排的自由口語表達(dá)活動(dòng)較少,部分對(duì)話篇幅太長(zhǎng),語言知識(shí)點(diǎn)偏多。為此,筆者從教師、學(xué)生、教材編寫者三個(gè)層面對(duì)初中英語教材編寫提出相應(yīng)的建議。
[Abstract]:Teaching material is not only the main basis for teachers to organize teaching activities, but also the central content of students' learning.In recent years, with the deepening of the new curriculum reform, great changes have taken place in the publishing and distribution system of textbooks in our country.Benevolent version of junior high school English textbooks is published in this context.Many scholars have carried on the overall appraisal research to this set of textbooks, but the research on the evaluation of this set of textbooks from the angle of dialogue is rare.Therefore, the purpose of this study is to analyze and evaluate the dialogue part of the textbook from the perspective of oral communicative competence, in order to help English teachers in middle schools to make better use of the textbook.It also provides relevant suggestions for educational administrative departments and textbook writers to update the textbooks.In this study, text analysis, literature analysis, questionnaire survey and interview are used to analyze the dialogue part of the eighth grade junior high school textbook.As well as 193 junior high school students and 30 English teachers in Zhangzhou Experimental Middle School,The purpose of this study is to study the following questions: 1) whether the dialogue part of the English textbook for Grade 8 of benevolence meets the relevant requirements of the internal evaluation of the textbook put forward by Cheng Xiaotang. (2) whether the dialogue part of the English textbook of Grade 8 of benevolence meets the teaching needs of the teachers.And students' learning needs?The results of this thesis are as follows: (1) the dialogue part of the English textbook of Benevolent Grade 8 meets the requirements of Cheng Xiaotang's internal evaluation.First, in the teaching guiding ideology, the dialogue part of the textbook accords with the teaching guiding ideology of the unity of tool and humanism put forward in the course standard.Secondly, in terms of the teaching methods involved, the dialogue part of the textbook is mainly situational and communicative, while absorbing the advantages of task-based teaching and listening and speaking.Thirdly, in terms of the choice and arrangement of teaching contents, the dialogue part of the textbook conforms to the requirements of curriculum standards and follows the rules of language learning and students' cognitive development.However, some grammatical knowledge does not follow the principle of "step by step" and contains less task-based activities.Finally, in terms of the authenticity of the language material, the dialogue part of the textbook has the basic authenticity of the language material.However, some of the language materials are too rich. 2) the dialogue of the English teaching materials of the eighth grade of benevolence meets the teachers' teaching needs and the students' learning needs.For example: the dialogue part of the textbook occupies a reasonable proportion, the oral activity forms are rich, the topic is close to the student's actual life, the content and the activity form difficulty accord with the student's cognition level.However, there are still some aspects to be improved, such as the small number of free spoken language activities arranged in the dialogue part, the length of some dialogues and the language knowledge.Therefore, the author puts forward some suggestions on junior high school English textbook compiling from three aspects: teacher, student and textbook writer.
【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】：2016
【分類號(hào)】：G633.41

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