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高中生对英语课堂教师纠错的态度研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-04编辑:lgg点击率:3843

论文字数:36100论文编号:org201408011100201566语种:英语 English地区:中国价格:$ 66

关键词:教材新课程标准教材对比教材评价英语课堂

摘要:一般来说,课本分析和评估主要有三个目的:选择课本,检验该课本的效果和设计一个课本,这被广泛应用于中国教学中。本文通过调研方式对高中生对英语课堂教师纠错的态度研究。

Cheng and Sun (2011:1), the definition of textbooks has two senses, thebroad sense and the narrow sense. Broadly, materials refer to teaching materials. These teachingmaterials include teaching materials in the classroom and teaching materials outside theclassroom, for example, textbooks, exercise books, story books, cassettes, video tapes, CDs,copies, newspapers, radios, slides, photos, teaching objects and so on. Materials compiled ordesigned by teachers also can be called teaching materials. Besides, learning materials on theInternet are another kind of materials. In a word, all materials which can help learners gainknowledge or improve skills can be regarded as teaching materials. Narrowly speaking, theteaching material is the textbook or the coursebook.On the basis of Ordinary High School New English Curriculum Standards (Ministry ofEducation, 2001), English textbooks refer to textbooks used in English teaching and othersupplementary materials such as exercise books, story books, cassettes, video tapes, teachingobjects and computer software.
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2.2 Textbook Evaluation
In this part, the author will introduce the definition of textbook evaluation, the purpose oftextbook evaluation, the criteria of textbook evaluation and the significance of textbookevaluation. There are various definitions about evaluation. Neville Grant (1987:118) stated“Evaluating a textbook is rather like buying a new coat.” There are three stages of evaluation: 1)initial evaluation; 2) detailed evaluation; 3) in-use evaluation.Cunninswoth (2002:9) suggested that there are very few teachers who do not usepublished course materials at some stages in their teaching career. Many of us find that teachingmaterials are something that we do very regularly in our professional lives. He said: “evaluation,necessarily involves value judgments on the part of those involved. Such value judgments willinevitably be subjective to some extent and will reflect the views and priorities of those makingthem.”Hutchinson and Waters (2002:96) hold that “evaluation is a matter of judging the fitness ofsomething for a particular purpose. Evaluation is, then, concerned with relative merits. Thereare no absolute good or bad only degrees of fitness for the required purpose.”Cunningsworth (2002:5) also stated “Materials evaluation is a complex matter, as there aremany variables that affect the success or failure of coursebooks when they are in use. Thenumber of variables is reflected in the range and multiplicity of possible evaluation criteria.”
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Chapter Three Theoretical Framework ....... 14
3.1 The Theoretical Basis ....... 14
3.2 Evaluation Approaches..... 15
3.2.1 The Macro-comparative Evaluation.......... 15
3.2.2 The Micro-comparative Evaluation.... 15
3.3 Evaluation Criteria .... 15
3.3.1 The Basic Guiding Ideology of the NECS........ 15
3.3.2 Principles of Textbook Evaluation ..... 16
3.4 Evaluation Methods.......... 18
Chapter Four Macro-comparative Evaluation.... 19
4.1 Comparative Evaluation on Guiding Ideology.... 19
4.1.1 The Guiding Ideology of NSEFC....... 19
4.1.2 The Guiding Ideology of AWE .... 20
4.1.3 The Guiding Ideology of SHE..... 21
4.1.4 The Similarities and Differences of Three Guiding Ideologies.... 21
4.2 Comparative Evaluation on Structure Arrangement ......... 22
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