在學(xué)校學(xué)科教學(xué)中滲透德育,是各學(xué)科教學(xué)的一項(xiàng)重要任務(wù)。教科書作為學(xué)校教育必不可少的重要因素,通過教師的教和學(xué)生的學(xué)傳遞著知識(shí)和道德。教科書中道德教育內(nèi)容的選取會(huì)直接影響教師對(duì)學(xué)生進(jìn)行道德滲透的效果,因此對(duì)于教科書中道德教育內(nèi)容的研究至關(guān)重要。中國(guó)大陸和香港的教學(xué)理念以及文化背景存在差異,本研究對(duì)Go for it和Longman Activate JS1-3中的道德教育進(jìn)行比較,分析不同初中英語(yǔ)教科書的特征所在,以期使初中英語(yǔ)教科書的道德教育內(nèi)容在英語(yǔ)教學(xué)過程中更具有指導(dǎo)性,達(dá)到教師更有效地將道德教育內(nèi)容滲透在英語(yǔ)教學(xué)過程之中的目的。本研究采用文獻(xiàn)分析法并且基于科爾伯格的道德認(rèn)知發(fā)展階段理論和道德教育學(xué)說,對(duì)道德教育內(nèi)容按照年級(jí)順序依次進(jìn)行對(duì)比,進(jìn)而采用文本分析法和對(duì)比分析法對(duì)這兩套教材中的道德教育內(nèi)容按照數(shù)量、種類和呈現(xiàn)方式進(jìn)行對(duì)比,通過柱狀圖呈現(xiàn)出各道德要素出現(xiàn)的頻次以及百分比得出以下結(jié)論,這兩套教材都看最為注重有關(guān)與他人關(guān)系的內(nèi)容,都注重“文明禮貌”教育;關(guān)于自身的道德教育頻次在這兩套教材中都位列第二,都注重呈現(xiàn)“良好的生活的方式”;這兩套教材都對(duì)關(guān)于社會(huì)層面的道德教育最不重視;... 

【文章來源】：洛陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：63 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Researches on Textbooks
    2.2 Researches on Moral Education
    2.3 Researches on Moral Education in English Textbooks
    2.4 Researches on Framework of Moral Education
        2.4.1 The Discussion on the Constitution System of Foreign Moral Content
        2.4.2 The Discussion on the Constitution System of Moral Content in China
    2.5 Theoretical Basis
        2.5.1 Kohlberg's Theory of Moral Cognitive Development
        2.5.2 Kohlberg's Moral Education Theory
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Methods
        3.2.1 Literature Research Method
        3.2.2 Text Analysis Method
        3.2.3 Comparative Analysis Method
    3.3 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Framework of Moral Education
    4.2 Comparison in Grade Seven
        4.2.1 Quantities and Categories
        4.2.2 Presenting Modes
    4.3 Comparison in Grade Eight
        4.3.1 Quantities and Categories
        4.3.2 Presenting Modes
    4.4 Comparison in Grade Nine
        4.4.1 Quantities and Categories
        4.4.2 Presenting Modes
    4.5 Integral Analysis
        4.5.1 Quantities and Categories
        4.5.2 Presenting Modes
        4.5.3 Similarities and Differences
    4.6 Advantages and Weaknesses
        4.6.1 Advantages
        4.6.2 Weaknesses
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Limitations of the Study
    5.3 Suggestions for Further Study
References
Acknowledgements



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