從小學(xué)三年級(jí)直至高三,英語(yǔ)是教育部指定必修的三門課程之一。在此語(yǔ)境中,教材使用存在著兩個(gè)主要問(wèn)題。第一,盡管教師既是教材的主要使用群體之一又是連結(jié)學(xué)生與目的語(yǔ)的紐帶,但在教材選擇與評(píng)價(jià)過(guò)程中他們并沒(méi)發(fā)揮任何實(shí)質(zhì)性的作用;第二,至今缺乏系統(tǒng)地以理論為支撐并適用于中國(guó)特定語(yǔ)境的教材評(píng)價(jià)標(biāo)準(zhǔn)。 為了尋求解決問(wèn)題的答案,本研究首先對(duì)教材作用的認(rèn)識(shí)等進(jìn)行了回顧,旨在為本研究構(gòu)建理論構(gòu)架。通過(guò)綜述國(guó)內(nèi)外主要的現(xiàn)存評(píng)價(jià)模式,歸納了各種模式遵循的主要基本原理。其次,進(jìn)行了一次省級(jí)規(guī)模的調(diào)查研究。調(diào)查涉及中小學(xué)一線英語(yǔ)教師對(duì)教材作用的認(rèn)識(shí)、現(xiàn)行教材質(zhì)量的評(píng)價(jià)、教材評(píng)價(jià)的態(tài)度、是否需要構(gòu)建易于操作的評(píng)價(jià)模式以及目前教材評(píng)價(jià)如何操作等。借助于江蘇省19所中小學(xué)190位教師的幫助,運(yùn)用問(wèn)卷調(diào)查和訪談等研究工具,獲得了真實(shí)的一手信息。6位英語(yǔ)教研員應(yīng)邀參與調(diào)查,旨在比較在教材使用和評(píng)價(jià)標(biāo)準(zhǔn)上他們與教師的異同。此外,邀請(qǐng)各學(xué)校英語(yǔ)教研組長(zhǎng),運(yùn)用訪談各學(xué)校教材使用政策和評(píng)價(jià)狀況。 收集的信息發(fā)現(xiàn)教師就教材作用達(dá)成一些共識(shí)。第一,盡管他們普遍認(rèn)為使用教師自編教材而非完全倚賴現(xiàn)成的教材既有益于學(xué)生學(xué)習(xí)又促進(jìn)自身職業(yè)發(fā)展,但教材在教學(xué)中發(fā)揮著積極的作用。教師依賴教材是緣于教材在日常教學(xué)中起著舉足輕重的作用的認(rèn)識(shí)。第二,現(xiàn)行教材的質(zhì)量差強(qiáng)人意,主要根源在于行政干預(yù)的統(tǒng)一教材忽略學(xué)生個(gè)體需求差異,這反映了教師通常憑經(jīng)驗(yàn)和直覺(jué)評(píng)判教材。第三,目前教材評(píng)價(jià)自上而下的路徑使教師對(duì)現(xiàn)行教材使用政策知之甚少。他們認(rèn)為在其學(xué)校層面從未對(duì)現(xiàn)行教材進(jìn)行正式或系統(tǒng)的評(píng)價(jià),教師在教材選擇與評(píng)價(jià)過(guò)程中未發(fā)揮實(shí)質(zhì)性的作用。第四,教師堅(jiān)信教材需要評(píng)價(jià),相信教材評(píng)價(jià)有助于提高自身的專業(yè)能力,能從專業(yè)和教育目標(biāo)的視角評(píng)判和使用教材。第五,給教師提供并熟悉一套易于操作的評(píng)價(jià)標(biāo)準(zhǔn)是一個(gè)務(wù)實(shí)的舉措,可使他們對(duì)自己工作更有信心。最后,雖然就十八個(gè)教材評(píng)價(jià)標(biāo)準(zhǔn)孰重孰輕,教師與教研員之間存在差異,但他們一致認(rèn)為教材應(yīng)激發(fā)學(xué)生學(xué)習(xí)熱情和興趣并創(chuàng)設(shè)使學(xué)生有目的恰當(dāng)?shù)厥褂糜⒄Z(yǔ)的機(jī)會(huì)和語(yǔ)境。研究表明,教師熱切地渴望參與教材評(píng)價(jià),并期望一個(gè)評(píng)價(jià)模式指導(dǎo)工作。 為了使問(wèn)題得以切實(shí)解決并滿足教師需求,本研究不僅提出了對(duì)話式教材
【學(xué)位單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位年份】：2008
【中圖分類】：G633.41
【文章目錄】：
Abstract
摘要
0. Introduction
    0.1 The statement of the problem
    0.2 Significance of the study
    0.3 Background to the study
    0.4 The objectives and justifications of the study
    0.5 Key terms
    0.6 Overview of the dissertation
1. Literature Review
    1.1 Perceptions of role of textbooks
        1.1.1 Textbooks as the curriculum
        1.1.2 Textbooks as sources of new theories
        1.1.3 Textbooks as practical time-saver
        1.1.4 Textbooks as aids to untrained and novice teachers
    1.2 Teachers' current practice and need to evaluate textbooks
    1.3 The need for a working model of textbook evaluation
    1.4 Existing models for evaluating textbooks
        1.4.1 Existing models advanced by researchers abroad
            1.4.1.1 Model advanced by Williams （1983）
            1.4.1.2 Model advanced by Cunningsworth （1984/2002）
            1.4.1.3 Model advanced by Grant （1987）
            1.4.1.4 Model advanced by Breen and Candlin （1987）
            1.4.1.5 Model advanced by Hutchinson and Waters （1987）
            1.4.1.6 Model advanced by Dougill （1987）
            1.4.1.7 Model advanced by Sheldon （1988）
            1.4.1.8 Model advanced by McDonough and Shaw （1993）
            1.4.1.9 Model advanced by Ellis （1997/1998）
            1.4.1.10 Model advanced by Littlejohn（1998）
            1.4.1.11 Model advanced by Tomhnson（1998/2003）
            1.4.1.12 Model advanced by McGrath （2002）
            1.4.1.13 Model advanced by McDonough and Shaw （2004）
        1.4.2 Existing models advanced by researchers at home
            1.4.2.1 Model advanced by Qian Yuan （1995）
            1.4.2.2 Model advanced by Zhou Xuelin（1996）
            1.4.2.3 Model advanced by Cheng Xiaotang （2002）
            1.4.2.4 Model advanced by Wang Qiang （2000）
            1.4.2.5 Model advanced by Liu Daoyi （2004）
            1.4.2.6 Model advanced by Sun Pinghua（2006）
        1.4.3 Summary
2. Design and methodology
    2.1 The research questions
    2.2 Subjects
    2.3 Methods
    2.4 Data collection procedures
    2.5 Type and form of data collected
    2.6 Data analysis
        2.6.1 The sample
        2.6.2 Role of textbooks in teaching English as a foreign language
        2.6.3 Quality of textbooks
        2.6.4 Need for evaluation of textbooks
        2.6.5 Need for guidelines for textbook evaluation
        2.6.6 Current practice of textbook evaluation
        2.6.7 Criteria for evaluation
        2.6.8 Differences between the head teachers and practicing teachers
        2.6.9 Differences between the head teachers and subject supervisors
        2.6.10 Differences between the experienced and novice teachers
        2.6.11 Findings from the interviews with the head teachers
            2.6.11.1 Policy on textbook use
            2.6.11.2 Policy on textbook evaluation
            2.6.11.3 Opinions on textbook evaluation
    2.7 Discussion
        2.7.1 Teachers' perception of the role of textbooks
        2.7.2 Teachers' perception of the need for evaluating textbooks
        2.7.3 Current practice of textbook evaluation
        2.7.4 Criteria for evaluation
        2.7.5 Need for guidelines for textbook evaluation
3. English Curriculum Standards （2001） and EFL instructional materials
    3.1 Introduction
    3.2 The definition of "standard"
    3.3 An analysis of English Curriculum Standards （2001）
        3.3.1 The background of the Standards
        3.3.2 Components of the Standards
            3.3.2.1 The general goal of the EFL course
            3.3.2.2 The desired contents objectives
                3.3.2.2.1 Language skills
                3.3.2.2.2 Linguistic knowledge
                3.3.2.2.3 Affect and attitudes
                3.3.2.2.4 Language learning strategies
                3.3.2.2.5 Cultural consciousness
            3.3.2.3 Proposals for implementation
        3.3.3 The nature of language
            3.3.3.1 A combination of the instrumental view and humanistic view
            3.3.3.2 The significance of learning a foreign language to the society and the learner
        3.3.4 The nature of learning
            3.3.4.1 A learner-centered holistic view of EFL learning
            3.3.4.2 Flexible and open-ended in nature
            3.3.4.3 To do things with English
            3.3.4.4 Process-oriented language instruction
            3.3.4.5 Assessment for learning rather than of learning
            3.3.4.6 Stress cast on developing and making adequate use of course resources
    3.4 The relationship between the Standards and materials
4. Needs Analysis
    4.1 Introduction
    4.2 The definition of needs analysis
    4.3 Types of needs
        4.3.1 Target needs
        4.3.2 Learning needs
    4.4 A student needs analysis
        4.4.1 The framework for student needs analysis
        4.4.2 Participants
        4.4.3 Findings from the questionnaire and discussion
5. Creation of an evaluation model
    5.1. Introduction
    5.2. Bases for the creation of evaluation model
        5.2.1 General functions of textbooks
        5.2.2 The Standards together with the student needs analysis
    5.3 Basic principles for the creation of evaluation model
        5.3.1 Rationale of the materials
        5.3.2 Learners' needs and interests
        5.3.3 Contents of the materials
        5.3.4 Language
        5.3.5 Skills covered
        5.3.6 Layout
    5.4. An evaluation model
        5.4.1 Composite evaluation model
        5.4.2 Hierarchy of criteria
        5.4.3 Detailed specifications and scoring of individual criteria
6. Validating individual criteria - examples
    6.1 Example one
        6.1.1 Introduction: whys of studying sexism in Fun with English
            6.1.1.1 Textbooks and ideology
            6.1.1.2 Sexism in textbooks
            6.1.1.3 Whys of studying Fun with English
        6.1.2 Theories and methods
            6.1.2.1 Critical linguistics
            6.1.2.2 Textual analysis
        6.1.3 Textual analysis
            6.1.3.1 Males standing for success or influential
            6.1.3.2 Appreciative terms vs. depreciative terms
            6.1.3.3 Helper vs. helped
                6.1.3.3.1 Specific situations in which males help females
                6.1.3.3.2 Pictures in which males help females
                6.1.3.3.3 The proportions of males and females who get help
        6.1.4 Influences of sexism in textbooks
    6.2 Example two
        6.2.1 Introduction
        6.2.2 The heterogeneity of the English language and culture
        6.2.3 The goals of culture teaching in TEFL
        6.2.4 Teaching cultures from a globally integral perspective
        6.2.5 Summary
7. The application of the model: a case study
    7.1 Fun with English （9B）: the book to be evaluated
    7.2 Steps in the evaluation
    7.3 External evaluation of Fun with English （9B）
    7.4 Internal evaluation of Fun with English （9B）
        7.4.1 Content selection
        7.4.2 Ideological validity
        7.4.3 Psychological validity
        7.4.4 Pedagogical validity
    7.5 An overall evaluation of Fun with English （9B）
8. Conclusion
    8.1 Major findings
    8.2 Implications
    8.3 Limitations
    8.4 Recommendations for further research
Appendix
References
Textbooks referred

【引證文獻(xiàn)】

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1 居珈璇;;任務(wù)型教學(xué)在對(duì)外漢語(yǔ)教學(xué)應(yīng)用中面臨的問(wèn)題分析[J];科技信息;2012年04期

2 王永祥;;強(qiáng)勢(shì)話語(yǔ)的弱勢(shì)化與弱勢(shì)話語(yǔ)的強(qiáng)勢(shì)化——如何實(shí)現(xiàn)課堂場(chǎng)域教師話語(yǔ)的對(duì)話性[J];教育研究與實(shí)驗(yàn);2012年02期

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2 居珈璇;任務(wù)型教學(xué)理論及其在對(duì)外漢語(yǔ)教學(xué)中的應(yīng)用[D];華中師范大學(xué);2011年

3 安梅琴;內(nèi)蒙古地區(qū)幼兒園蒙語(yǔ)授課班的課程內(nèi)容研究[D];內(nèi)蒙古師范大學(xué);2011年

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5 潘嵐嵐;高職高專英語(yǔ)教材文化意識(shí)形態(tài)研究[D];南京師范大學(xué);2011年

6 耿馨;高中英語(yǔ)教科書的性別歧視研究[D];南京師范大學(xué);2011年

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