本文選題：《大學(xué)英語(yǔ)課程教學(xué)要求》 + 教材評(píng)價(jià)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)教學(xué)中,教材既是貫徹實(shí)施《大學(xué)英語(yǔ)課程教學(xué)要求》的關(guān)鍵,又是實(shí)現(xiàn)英語(yǔ)教學(xué)目標(biāo)的重要材料和手段。英語(yǔ)教材適當(dāng)與否不僅影響到教學(xué)方法的選擇和應(yīng)用,更影響到學(xué)生的學(xué)習(xí)效果。但是,隨著大學(xué)英語(yǔ)教學(xué)改革的推進(jìn),研究者對(duì)對(duì)教材的關(guān)注遠(yuǎn)遠(yuǎn)不及對(duì)教學(xué)方法、教師及學(xué)習(xí)者等的關(guān)注。在中國(guó),各種各樣的大學(xué)英語(yǔ)教材不斷涌現(xiàn),雖各具特色,但質(zhì)量良莠不齊。這種現(xiàn)狀為英語(yǔ)教學(xué)帶來(lái)了更多的困惑,所以選擇合適的教材成為當(dāng)務(wù)之急。那么,運(yùn)用具有先進(jìn)性、科學(xué)性、權(quán)威性和適用性的教材評(píng)估理論對(duì)教材進(jìn)行對(duì)比分析不失為一種理想的方法。本研究致力于探索更加適合中國(guó)國(guó)情的教材評(píng)估標(biāo)準(zhǔn)和方法,完善我國(guó)教材評(píng)價(jià)理論,為大學(xué)英語(yǔ)教材編寫(xiě)提出合理化建議;在實(shí)踐應(yīng)用中,為教師選擇、使用和改編教材提供幫助,并指導(dǎo)教材編寫(xiě)者的教材編寫(xiě),以促進(jìn)大學(xué)英語(yǔ)教學(xué)的良性發(fā)展。所以,筆者擬結(jié)合程曉棠及Cunningsworth等教材評(píng)估方法和評(píng)估理論,參考我國(guó)具體教學(xué)現(xiàn)狀,對(duì)《新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程》和《全新版大學(xué)英語(yǔ)綜合教程》進(jìn)行詳細(xì)的對(duì)比研究。一方面,從教學(xué)理念、教學(xué)方法、語(yǔ)言知識(shí)、語(yǔ)言技能、文化、語(yǔ)言素材和課程資源等方面對(duì)教材進(jìn)行對(duì)比研究以進(jìn)行內(nèi)部評(píng)價(jià);另一方面,通過(guò)問(wèn)卷調(diào)查進(jìn)行外部評(píng)價(jià),以補(bǔ)充和驗(yàn)證內(nèi)部評(píng)價(jià)。本研究擬探索如下問(wèn)題:(1)兩套教材的各自特色及不足是什么?(2)兩套教材的適用性如何,是否滿(mǎn)足了學(xué)生的需求?有何啟示?研究發(fā)現(xiàn),在《大學(xué)英語(yǔ)課程教學(xué)要求》的指導(dǎo)下,兩套教材都善于運(yùn)用多種教學(xué)方法,提供豐富語(yǔ)言素材和網(wǎng)絡(luò)資源,并注重對(duì)學(xué)生綜合能力及文化意識(shí)的培養(yǎng)。關(guān)于各自特點(diǎn),《新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程》強(qiáng)調(diào)以人為本,重視人文性,環(huán)節(jié)設(shè)計(jì)緊密細(xì)致,然而課文稍有難度;《全新版大學(xué)英語(yǔ)綜合教程》更加注重綜合性和實(shí)用性,然而應(yīng)試性強(qiáng)。整體而言,兩套教材都能適應(yīng)學(xué)生的需求。教材評(píng)估的開(kāi)展有助于學(xué)生合理利用教材以提高學(xué)習(xí)效率,有助于教師選擇、改編和使用教材以增強(qiáng)課堂教學(xué)效果。此外,也為教材分析評(píng)價(jià)提供更好的思路和啟迪,為教材編寫(xiě)者提供更好的建議。
[Abstract]:In English teaching, the teaching material is not only the key to implement the requirements of College English course teaching, but also the important material and means to achieve the goal of English teaching. The appropriateness of English teaching materials not only affects the choice and application of teaching methods, but also affects the learning effect of students. However, with the development of college English teaching reform, researchers pay less attention to teaching materials than to teaching methods, teachers and learners. In China, a variety of college English textbooks continue to emerge, although each has its own characteristics, but the quality is mixed. This situation has brought more confusion for English teaching, so it is urgent to choose appropriate teaching materials. Therefore, it is an ideal method to compare and analyze the teaching materials by using the theory of evaluation of teaching materials, which is advanced, scientific, authoritative and applicable. This study is devoted to exploring the evaluation standards and methods of teaching materials that are more suitable for China's national conditions, perfecting the theory of textbook evaluation in China, and putting forward some reasonable suggestions for the compilation of college English textbooks. The use and adaptation of teaching materials to help and guide the textbook compilers to promote the sound development of college English teaching. Therefore, combining with the evaluation methods and theories of Cheng Xiaotang and Cunningsworth, and referring to the present situation of teaching in China, the author makes a detailed comparative study of New Standard College English Comprehensive course and New version of College English Comprehensive course. On the one hand, it makes a comparative study on the teaching materials from the aspects of teaching concept, teaching methods, language knowledge, language skills, culture, language materials and curriculum resources to carry out internal evaluation; on the other hand, the external evaluation is carried out through questionnaires. To supplement and validate internal evaluations. This study intends to explore the following questions: (1) what are the respective characteristics and shortcomings of the two sets of textbooks? (2) what is the applicability of the two sets of textbooks? does it satisfy the needs of the students? What's the message? It is found that under the guidance of College English course Teaching requirements, the two sets of textbooks are good at using various teaching methods, provide rich language materials and network resources, and pay attention to the cultivation of students' comprehensive ability and cultural consciousness. With regard to their respective characteristics, the New Standard College English Comprehensive course emphasizes people-oriented, attaches importance to humanism, and its links are closely and meticulously designed. However, the text is slightly more difficult; the New version of the Comprehensive College English course pays more attention to comprehensiveness and practicability. However, examination-oriented. As a whole, the two sets of textbooks can meet the needs of students. The evaluation of teaching materials is helpful for students to make use of teaching materials reasonably to improve their learning efficiency, and to help teachers to choose, adapt and use teaching materials to enhance the effectiveness of classroom teaching. In addition, it also provides better ideas and enlightenment for textbook analysis and evaluation, and better advice for textbook writers.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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