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高中生对英语课堂教师纠错的态度研究 [3]

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:3844

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。

pter Five Micro-comparative Evaluation..... 26
5.1 Comparative Evaluation on Language Knowledge.... 26
5.1.1 Phonology........ 26
5.1.2 Vocabulary....... 28
5.1.3 Grammar.......... 31
5.2 Comparative Evaluation on Language Skills ...... 34
5.3 Comparative Evaluation on Cultural Awareness........ 45


Chapter Five Micro-comparative Evaluation


5.1 Comparative Evaluation on Language Knowledge
In English teaching, language knowledge occupies a very important position; it is theprecondition of cultivating students’ comprehensive ability of using language. Languageknowledge is mainly composed of phonology, vocabulary, grammar, function and topic. In theNECS it clearly recommended that senior high school students should learn and grasp basiclanguage knowledge, including phonology, vocabulary, grammar, function and topic. Languageknowledge is an organic part of language ability; it is an important foundation for thedevelopment of students’ language ability. In the following part, the author will carry outcomparison and evaluation from the aspects of phonology, vocabulary and grammar of thesethree editions of textbooks. Phonology studies how the speech sounds are combined to convey meaning in linguisticcommunication with a particular language. Different from phonetics which studies how thesounds are produced, phonology is interested in all the speech sounds in all human languagewhile phonetics is concerned with the sound system of a particular language.


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Conclusion


This study has established a connection between the NECS and these three editions oftextbooks. Based on the previous comparison and discussion between NSEFC, AWE and SHE,we can make conclusions of advantages and disadvantages of these three editions of textbooks.The major findings about each edition of textbooks are summarized and discussed as below.First of all, all these three editions of textbooks have met the essential requirementsspecified in the NECS. The fundamental purpose in senior high school curriculum is to helpstudents further clarify learning objective, improve their ability of autonomous learning andcooperative learning with others. All these purposes are well reflected in daily teaching andlearning by using any of these three editions of textbooks. Second, all these three editions oftextbooks provide various and meaningful topics to attract students to further their study.Materials in each edition of textbooks are all close to students’ real life. All the information andknowledge students have learned in each edition of textbooks can embody their characteristicsof thoughtfulness, modernity, authenticity and many other valuable characters. Third, no matterhow the materials choosing or arranging in those exercises, all these textbooks considercomprehensively arousing students’ interests and meeting their needs when they are studyingnew knowledge. Fourth, three editions of textbooks all provide authentic and standard languageinput to create a veritable environment for students which can help them choose moreappropriate expressions when facing problems in real language situation.
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Reference (omitted)


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