本文選題：初中英語教材 + 口語活動�。� 參考：《南京師范大學》2015年碩士論文

【摘要】：文章以中國目前廣泛使用的四套初中英語教材---Go for it!(人教版),《英語》(譯林版),《英語》(冀教版),《新標準英語》(外研版)為研究對象,通過資料收集及文本比較分析方法,對教材中涉及的口語活動進行比較研究。文章以Cunningsworth的教材評估方法及口語活動評價清單為理論框架,從四個方面研究教材中的口語活動---活動量、分布及呈現(xiàn)方式、教材涵蓋的話題,以及說與聽、讀、寫語言技能的關聯(lián)性。研究發(fā)現(xiàn)：1)在口語活動量上, 《新標準英語》(外研版)教材中的口語活動量多于其他教材,而《英語》(譯林版)教材中的口語活動數(shù)量僅約占其口語活動數(shù)量的三分之一。2)在分布方式上,《英語》(譯林版)和《英語》(冀教版)教材中的口語活動分布更加規(guī)律、清晰,優(yōu)于Go for it!(人教版)和《新標準英語》(外研版)。在呈現(xiàn)方式上,《英語》(冀教版)教材中不僅包含常見的口語活動呈現(xiàn)方式,而且增加了一些新穎有趣的口語練習,更易于引起學生的興趣,激發(fā)他們的學習動機。3)在口語話題上,《新標準英語》(外研版)教材中的口語活動涵蓋了《義務教育英語課程標準》中要求的所有話題,其他三個版本也涵蓋大部分話題。同時,每套教材在口語話題側重點和清晰度上均有所不同。4)在語言技能上,四套教材中聽說讀寫技能結合的側重點不同�！队⒄Z》(冀教版)教材主要把說和寫結合,且輔有聽說練習和各種綜合實踐活動,而其他版本則側重聽說結合,同時也安排一些說寫結合或獨立的口語活動。最后,本研究帶給我們的啟示有：1)設置數(shù)量合適的口語活動,保證學生有足夠的語言輸入。同時應注重口語活動的循環(huán),以更好地鞏固所學知識。2)教材編寫需要豐富口語活動呈現(xiàn)方式,激發(fā)學生的參與熱情。3)教師可適當調(diào)整教材內(nèi)容,使教材中的口語話題符合標準,分布有序。4)平衡說和聽、讀、寫之間的關系,提升學生口語交際能力及綜合語言運用能力。
[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.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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相關期刊論文 前1條

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本文編號：1919995