初中英语四套教材口语活动设计比较研究

发布时间：2018-05-21 16:49

本文选题：初中英语教材 + 口语活动　；参考：《南京师范大学》2015年硕士论文

【摘要】：文章以中国目前广泛使用的四套初中英语教材---Go for it!(人教版),《英语》(译林版),《英语》(冀教版),《新标准英语》(外研版)为研究对象,通过资料收集及文本比较分析方法,对教材中涉及的口语活动进行比较研究。文章以Cunningsworth的教材评估方法及口语活动评价清单为理论框架,从四个方面研究教材中的口语活动---活动量、分布及呈现方式、教材涵盖的话题,以及说与听、读、写语言技能的关联性。研究发现：1)在口语活动量上, 《新标准英语》(外研版)教材中的口语活动量多于其他教材,而《英语》(译林版)教材中的口语活动数量仅约占其口语活动数量的三分之一。2)在分布方式上,《英语》(译林版)和《英语》(冀教版)教材中的口语活动分布更加规律、清晰,优于Go for it!(人教版)和《新标准英语》(外研版)。在呈现方式上,《英语》(冀教版)教材中不仅包含常见的口语活动呈现方式,而且增加了一些新颖有趣的口语练习,更易于引起学生的兴趣,激发他们的学习动机。3)在口语话题上,《新标准英语》(外研版)教材中的口语活动涵盖了《义务教育英语课程标准》中要求的所有话题,其他三个版本也涵盖大部分话题。同时,每套教材在口语话题侧重点和清晰度上均有所不同。4)在语言技能上,四套教材中听说读写技能结合的侧重点不同。《英语》(冀教版)教材主要把说和写结合,且辅有听说练习和各种综合实践活动,而其他版本则侧重听说结合,同时也安排一些说写结合或独立的口语活动。最后,本研究带给我们的启示有：1)设置数量合适的口语活动,保证学生有足够的语言输入。同时应注重口语活动的循环,以更好地巩固所学知识。2)教材编写需要丰富口语活动呈现方式,激发学生的参与热情。3)教师可适当调整教材内容,使教材中的口语话题符合标准,分布有序。4)平衡说和听、读、写之间的关系,提升学生口语交际能力及综合语言运用能力。
[Abstract]:This article is based on four sets of junior high school English textbooks, Go for it, which are widely used in China. A comparative study of spoken English activities in textbooks was carried out by means of data collection and text comparison analysis. Based on Cunningsworth's textbook evaluation method and the evaluation list of oral activities, this paper studies the activities of spoken English from four aspects: activity, distribution and presentation, topics covered by the textbook, as well as speaking and listening, reading, and so on. The relevance of writing language skills. The study found that the volume of spoken English activity in the New Standard English textbook was higher than that in other textbooks. However, the number of oral activities in English (translated Forest Edition) only accounts for 1/3 of the total number of spoken English activities. The distribution of oral activities in < English > (translated Forest Edition) and < English > (Hebei Education Edition) is more regular and clear. Better than go for it! New Standard English. In terms of presentation, the textbook not only contains some common ways of presenting oral English activities, but also adds some new and interesting oral exercises, which are more likely to arouse students' interest. On the topic of oral English, the oral activities in the New Standard English textbook cover all the topics required in the compulsory English Curriculum Standard, and the other three versions also cover most of the topics. At the same time, each set of textbooks is different in terms of the focus and clarity of spoken English topics. (4) in terms of language skills, the four sets of textbooks have different emphasis on combining listening, speaking and reading and writing skills. It is supplemented by listening and speaking exercises and various comprehensive practical activities, while other versions focus on the combination of listening and speaking, as well as some oral activities in combination of speaking and writing. Finally, we can learn from this study: (1) set up a suitable number of oral activities to ensure that students have enough input. At the same time, we should pay attention to the circulation of oral English activities so as to better consolidate the knowledge learned. 2) the compilation of teaching materials needs to enrich the presentation of oral activities and stimulate students' enthusiasm for participation. 3) the teachers can adjust the contents of the textbooks to make the oral topics in the textbooks conform to the standards. Distribution. 4) balance the relationship between speaking and listening, reading and writing, improve students' oral communication ability and comprehensive language use ability.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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