發(fā)布時(shí)間：2018-06-23 07:22

  本文選題：教材評(píng)價(jià) + 閱讀材料　； 參考：《杭州師范大學(xué)》2016年碩士論文

【摘要】：閱讀在英語(yǔ)教學(xué)和學(xué)習(xí)中占有十分重要的地位。閱讀材料是教師閱讀教學(xué)的主要工具及學(xué)生學(xué)習(xí)的主要資源。隨著我國(guó)基礎(chǔ)教育課程改革的不斷深入,各種版本的教材涌入市場(chǎng)。在這種情況下,科學(xué)地評(píng)價(jià)教材對(duì)提高教材使用率和提高教學(xué)質(zhì)量具有重要意義。本研究選取了浙江省內(nèi)使用的人教版的Go for It (2013)和外研版的New Standard English (2012)兩套教材中的閱讀材料作為研究對(duì)象進(jìn)行了對(duì)比研究,研究主要回答以下幾個(gè)問(wèn)題：兩套教材中閱讀材料的可讀性的特點(diǎn)以及共性和區(qū)別是什么?兩套教材中閱讀材料的內(nèi)容在話題和體裁方面的各自特點(diǎn)以及共性和區(qū)別是什么?教師和學(xué)生對(duì)所使用的教材中閱讀材料的態(tài)度是什么?通過(guò)對(duì)這些問(wèn)題的探討,最終得出結(jié)論。為了回答以上問(wèn)題,本研究采用了文獻(xiàn)研究法、對(duì)比研究法、問(wèn)卷調(diào)查法以及個(gè)人訪談法。通過(guò)文獻(xiàn)研究法,發(fā)現(xiàn)現(xiàn)有研究的不足,確定本研究的出發(fā)點(diǎn)。對(duì)比研究法是對(duì)兩套教材閱讀部分的特點(diǎn)進(jìn)行客觀分析和對(duì)比,發(fā)現(xiàn)不同之處。問(wèn)卷調(diào)查法是通過(guò)對(duì)教師和學(xué)生的進(jìn)行問(wèn)卷調(diào)查,從而對(duì)兩套教材中閱讀部分的使用情況進(jìn)行分析。個(gè)人訪談法是對(duì)問(wèn)卷調(diào)查法的補(bǔ)充,通過(guò)與訪談對(duì)象面對(duì)面的交談,獲得研究相關(guān)的信息。研究發(fā)現(xiàn),兩套教材的閱讀材料各有優(yōu)缺點(diǎn)。在可讀性方面,人教版Go for It (2013)的閱讀材料總體上較外研版New Standard English (2012)的閱讀材料更難。在內(nèi)容方面,兩套教材的閱讀材料在話題的選擇和分布上非常相似,都涵蓋了新課標(biāo)所提出的24個(gè)話題；兩套教材的閱讀材料在題材上都提供了大量的描述文和說(shuō)明文,記敘文和議論文相對(duì)較少,在應(yīng)用文方面,人教版Go for It(2013)則提供了更多類(lèi)型的應(yīng)用文。從問(wèn)卷結(jié)果來(lái)看,使用人教版的學(xué)生僅在話題方面較使用外研版的學(xué)生表現(xiàn)出更高的滿意度,而教師的態(tài)度則相反；在可讀性、體裁方面,使用外研版的學(xué)生表現(xiàn)出了更高的滿意度；教師的態(tài)度與學(xué)生較為一致。針對(duì)以上發(fā)現(xiàn),在文章最后作者分別給使用相關(guān)教材的教師提出了建議。
[Abstract]:Reading plays an important role in English teaching and learning. Reading material is the main tool of teacher's reading teaching and the main resource of student's study. With the deepening of basic education curriculum reform in China, various versions of textbooks pour into the market. In this case, the scientific evaluation of teaching materials is of great significance to improve the utilization rate of teaching materials and improve the teaching quality. In this study, we chose the reading materials of go for it (2013) and New Standard English (2012), which are used in Zhejiang Province, as the research objects. The study mainly answers the following questions: what are the characteristics, commonalities and differences of the readability of the reading materials in the two sets of textbooks? What are the characteristics, commonalities and differences of the content of the reading materials in the two sets of textbooks in terms of topic and genre? What are the attitudes of teachers and students to the reading materials used in the textbooks? Through the discussion of these problems, the final conclusion is drawn. In order to answer the above questions, this study adopts literature research, comparative study, questionnaire survey and personal interview. Through the method of literature research, the deficiency of the existing research is found, and the starting point of this study is determined. Contrastive research is an objective analysis and comparison of the characteristics of the reading parts of the two sets of textbooks. The method of questionnaire is to analyze the use of the reading part of the two sets of teaching materials through the questionnaire survey of teachers and students. The method of personal interview is a supplement to the method of questionnaire, through face-to-face conversation with the interviewees, the relevant information of the research is obtained. The study found that the two sets of reading materials have advantages and disadvantages. In terms of readability, the reading material of go for it (2013) is more difficult than that of New Standard English (2012). In terms of content, the reading materials of the two sets of textbooks are very similar in the choice and distribution of topics, covering 24 topics proposed by the new curriculum standard, and the reading materials of the two sets of textbooks provide a large number of descriptive and narrative texts on the subject matter. Narratives and argumentations are relatively few. In terms of practical writing, go for it (2013) provides more types of practical writing. According to the results of the questionnaire, the students who used the teacher-taught version showed higher satisfaction with the topic than the students who used the extrapolation version, while the teachers showed the opposite attitude in terms of readability and genres. The students who use the foreign research version showed higher satisfaction; the teachers' attitude was more consistent with the students. In view of the above findings, the author puts forward some suggestions for teachers who use the relevant textbooks at the end of the article.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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