發(fā)布時間：2018-01-20 05:12

  本文關(guān)鍵詞： 人教版 仁愛版 滬教版 三維目標(biāo) 初中英語教材　出處：《延安大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：初中英語教材三維目標(biāo)的落實,既是踐行課程教學(xué)三維目標(biāo)的寫照,又是學(xué)生全面發(fā)展的要求。語言學(xué)研究者認(rèn)為英語教材研究作為教學(xué)實踐范疇的主要問題之一,實踐價值高于理論價值。從事英語教育的一線教師擔(dān)心自己的理論修養(yǎng)不夠,將教育研究神圣化,不敢輕易涉足。在這之間形成了英語教材研究的真空。因此研究三維目標(biāo)視閾下初中英語教材的特點與差異很有必要。研究選取全國通用教材人教版、地方特色教材滬教版和民辦教材仁愛版的初中英語教材為研究材料。濟源思禮第一初級中學(xué)使用人教版教材,深圳金源學(xué)校使用滬教版教材,海南師范大學(xué)附屬中學(xué)使用過仁愛版和人教版教材。對15名來自三所學(xué)校的英語教師進行訪談,每個學(xué)校各五名,教齡均在5年以上。為保證訪談效果,訪談?wù)咝杼崆耙粋�月研讀其他兩版教材,訪談內(nèi)容為三種教材的特點與差異。研究表明,在知識與技能方面,初中英語教材體現(xiàn)了功能-結(jié)構(gòu)-話題-任務(wù),系統(tǒng)性和階段性的有機結(jié)合。核心詞匯量相當(dāng),詞匯呈現(xiàn)和復(fù)習(xí)方式不一,核心詞匯的復(fù)習(xí)力度不夠。人教版的詞匯呈現(xiàn)在圖片中,仁愛版的單詞主要藏在對話和閱讀中,滬教版主要藏在閱讀中。仁愛版設(shè)置單獨的復(fù)習(xí)單元,滬教版和人教版沒有安排單獨的復(fù)習(xí)單元復(fù)習(xí)所學(xué)詞匯。語音復(fù)習(xí)不到位,且操練方式單一,全部采用聽音模仿的方式。人教版和滬教版沒有復(fù)習(xí)音標(biāo),仁愛版在八年級復(fù)習(xí)易混淆音標(biāo)。語法相似,由易到難。滬教版的語法難度最高,人教版的語法難度系數(shù)最低。人教版和仁愛版語法細膩,滬教版語法框架清晰。初中英語教材全面培養(yǎng)聽說讀寫四種技能,但四種技能培養(yǎng)比重有差異,輸入比重低于輸出比重。滬教版注重閱讀的培養(yǎng),仁愛版和人教版聽說讀寫四種技能重視度相當(dāng)。在過程與方法方面,初中英語教材興趣與方法的有機結(jié)合,都提供了大量的學(xué)習(xí)策略,過程與方法每個單元設(shè)置相同。在情感態(tài)度與價值觀方面,初中英語教材語言素質(zhì)和綜合素質(zhì)有機結(jié)合,個人價值與社會價值、科學(xué)價值與人文價值、人類價值與自然價值統(tǒng)一于單元話題之中,簡稱三大統(tǒng)一價值。三大統(tǒng)一價值并不是孤立存在,融于各個單元。因此對初中英語教材編寫提出下列建議:設(shè)置相近的話題復(fù)習(xí)核心詞匯,將所學(xué)的核心單詞列在附錄里;詞匯呈現(xiàn)方式和操練方式要多樣化;設(shè)置多個單元區(qū)分易混淆語音,且語音操練活動多樣化;均衡四種技能,增加輸出比重所占頁面比例;每個單元的過程與方法要靈活多變,保持新鮮感。
[Abstract]:The implementation of the three-dimensional objectives of junior high school English teaching materials is not only a reflection of the practice of the three-dimensional objectives of curriculum teaching. It is also the requirement of students' all-round development. Linguists think that the study of English teaching materials is one of the main problems in the field of teaching practice. The practical value is higher than the theoretical value. The first-line teachers who are engaged in English education are worried that their theoretical accomplishment is not enough, so they consecrate the educational research. So it is necessary to study the characteristics and differences of junior middle school English textbooks under the three dimensional objective. Local characteristic textbooks Shanghai and private textbooks benevolent version of junior high school English textbooks for the research materials. Jiyuan Li the first junior middle school to use the people version of teaching materials, Shenzhen Jinyuan school uses the Shanghai edition of teaching materials. Hainan normal University affiliated middle schools have used benevolence version and human education version of the teaching materials. 15 English teachers from three schools were interviewed, each school with five years of teaching experience in order to ensure the results of the interview. The interviewees need to study the other two textbooks one month in advance. The contents of the interviews are the characteristics and differences of the three textbooks. The research shows that the junior middle school English textbooks embody function-structure-topic-task in terms of knowledge and skills. Systematic and phased organic combination. The core vocabulary is equal, vocabulary presentation and review methods are different, the review of core vocabulary is not strong enough. Human education version of the vocabulary is presented in the picture. The words of the benevolence version are mainly hidden in dialogue and reading, while the Shanghai edition is mainly hidden in the reading. The benevolence version sets up a separate review unit. The Shanghai edition and the edition did not arrange the individual revision unit to review the vocabulary. The pronunciation review is not in place, and the practice way is single, all uses the listening sound imitation way. The person teaches the edition and the Shanghai education edition does not review the phonetic symbol. Love version in the eighth grade review easily confused phonetic symbols. Similar grammar from easy to difficult. Shanghai version of the highest grammatical difficulty, the lowest coefficient of grammatical difficulty. The grammar framework of the Shanghai Education Edition is clear. The junior middle school English teaching materials comprehensively cultivate the four skills, but the proportion of the four skills cultivation is different, the proportion of input is lower than the proportion of output. Shanghai Education Edition pays attention to the training of reading. In the process and method, the organic combination of interest and method in junior high school English teaching materials provides a large number of learning strategies. The process and method are the same for each unit. In terms of emotional attitude and values, the language quality and comprehensive quality of junior high school English teaching materials are organically integrated, personal value and social value, scientific value and humanistic value. The human value and the natural value unify in the unit topic, referred to as the three unified values. The three unified values do not exist in isolation. Therefore, the following suggestions are put forward for the compilation of junior high school English textbooks: setting up similar topics to review the core vocabulary, and listing the core words in the appendix; The presentation and practice of vocabulary should be diversified; A plurality of units are set to distinguish easily confused speech, and the speech practice activities are diversified; Balance the four skills, increase the proportion of the output page proportion; The process and method of each unit should be flexible and fresh.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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