英语论文网

1.1 The status quo of coursebook development and evaluation
从采用政策”一个课程,多个课程书籍”,国内教科书市场变得空前繁荣。教材各种大量涌现,尤其是那些英语指导思想(以下简称ELT)。不同的省份、地区甚至学校选择不同的教材根据自己的考虑。有十多个版本的英语教学教材的初中学校,四是使用最广泛的。教科书我发表的新闻已经应用于XX浙江省大多数地区在广东省多年。有许多本地版本教科书二世,其中北京版是最著名的。北京的学校经常选择教科书II(北京版)和新闻出版的教科书三世FF。一些精英学校甚至用他们两个。第四页是教科书由媒体欢迎在南部中国的一部分*。教科书市场的繁荣有深远影响。在测试,它提供了老师和学生更多的选择。另一方面,它为决策者或挑战做出一个明智的决定。教科书在中国的发展仍处于早期阶段。一些教材仅仅是纯复制原始材料汇编的某处,并且把它们贴在一起。因此,决策者面临的问题是如何评估教材和为标准。这一现象的学者去研究教材力量。教科书评价,特别是,变得越来越重要。
Since the adoption of the policy “one curriculum, multiple coursebooks”，domestic coursebook market has become unprecedentedly flourishing. Coursebooksof various kinds spring up in large numbers, especially those for English LanguageTeaching (hereinafter ELT). Different provinces, districts and even schools choosedifferent coursebooks according to their own consideration. There are more than tenversions of ELT coursebooks for junior high schools, four of which are most widelyused. Coursebook I published by XX Press has been used in Zhejiang province andmost districts in Guangdong province for many years. Coursebook II has manylocal editions, among which the Beijing Edition is the most famous. Schools inBeijing often choose between coursebook II (Beijing Edition) and coursebook IIIpublished by FF Press. Some elite schools even use both of them. Coursebook IV byPP Press is welcomed in the southern part of China*.The prosperity of coursebook market has a far-reaching influence. On the onehand, it provides students and teachers with more choices. On the other hand, it posesa challenge for policy-makers to make a sensible decision. Coursebook developmentin China is still at an earlier stage. Some coursebooks are merely compiled by purecopying original materials somewhere and pasting them together. Therefore,policy-makers are faced with the question as how to evaluate coursebooks and bywhat criteria. This phenomenon forces scholars to study coursebooks. Coursebookevaluation, in particular, becomes increasingly important.
Scholars in western countries have recognized the importance of coursebookevaluation for a long time (Cunningsworth, 1984, 2002; Grant, 1987; Hutchinson andWaters，1987; Sheldon, 1988; McDonough and Shaw, 1993; Tomlinson, 1998).Among them, Cunningsworth's detailed evaluation checklists (1984, 2002)，McDonough & Shaw's external and internal evaluation (1993) and Hutchinson &Waters' matching method (1987) are very influential in China (Qian Yuan, 1995; ZhaoYong & Zheng Shutang, 2006).In China, studies on coursebook evaluation are far from satisfying. For onething, there is very little research conducted on this issue. Searching in the library, theauthor found less than ten monographs on ELT coursebook evaluation. For another,existing studies only touched the superficial question of coursebook evaluation. Theyeither introduced evaluating checklists from western countries, or designed evaluatingtables solely based on syllabus (Cheng Xiaotang, 2002 ； He Anping, 2001).Dimensions and descriptors, even proposed, were too general to be applicable (GaoLingbiao, 2001, 2002). The critical point is that these studies haven't gone deep intothe essence of learning, i.e. what language elements are to be learned and how theyare learned by students, the answer to which should be found in cognitive linguistics.
Useful coursebook evaluation should look into whether or not the coursebooksmatch learne本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。