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本文是一篇高中英语教学论文，笔者通过评价发现，外研社强制性教材的内容设计基本上体现了六要素在NECS中的整合理念。包括三个主题、七种话语类型、语言知识、文化知识、语言技能和学习策略，但在具体分布上仍存在差异。
Chapter 1 Introduction

1.1 The Research Background

At the National Education Conference in 2018, Xi Jingping stressed that theParty’s education policy should be fully implemented. The curriculum of basiceducation, which carries the party’s education policy and education thoughts,stipulates the education goals and content is the direct embodiment of national will inthe field of education. In 2003, the Ministry of Education issued the experimentaldraft of National English Curriculum Standards for senior high schools, which hadguided the reform practice of ordinary high schools for more than ten years and madepositive contributions to the improvement of the quality of basic education in China.In 2017, The Ministry of Education combined excellent experience in curriculumreform at home and abroad since the 21st century and formulated a document that wasin line with Chinese national conditions and had international perspectives. Thisdocument is called National English Curriculum Standards for General Senior HighSchools, then it was revised in 2020. The National English Curriculum Standardsdiscussed in this essay is this version, which short for NECS.

Each round of curriculum reform has its own characteristics and emphasizesdifferent contents. The curriculum standards reflect the national policy spirit and theactual social needs in a certain period and play a guiding role in cultivating talents inrelated fields. Teachers’ organization of teaching should be based on curriculumstandards. Teachers with traditional teaching methods can’t cultivate qualified talents,so they should renew their teaching ideas by understanding the requirements ofcurriculum standards. Just as a good teaching theory plays an important role incompiling textbooks, the textbook evaluation is also crucial. 

1.2 The Purposes and Significance of the Research

In China, some teachers do not pay attention to the improvement of their ownabilities to evaluate teaching materials and even know little about the compilation oftextbooks and curriculum standards when they start to use the textbooks, which hasresulted in a serious disconnection between teaching and NECS, and a seriousdeviation from the requirements of NECS in the classroom teaching. Textbooks,which are the main basis for teachers to organize teaching activities and the centralcontent of students’ learning, are formulated in accordance with NECS. By comparingthe content in compulsory English textbooks published by FLTRP and requirements in NECS published by the Ministry of Education, the author tries to find out the goodaspects of English textbooks and the weak aspects according to NECS and putsforward some suggestions for the teachers. From the Figure 2-1 in the literaturereview, the importance of textbook evaluation has been significantly improved in thepast 20 years, but there are still many shortcomings in the evaluation of teachingmaterials. One of them is that the evaluation methods are mostly based on theprevious evaluation methods of famous scholars. The another one is that theevaluation often involves one aspect of teaching materials, such as writing,vocabulary or culture. The evaluation concerning both NECS and all the aspects ofcourse content in textbook is relatively rare.

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