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本文的研究材料为高中英语教材（外研社版，教材1-5），其余六本选修教材（教材6-11）尚未研究。因此，今后可选择有选择性的研究对象，以完善专题研究并提出进一步建议。其次，应该考虑更多的变量。本研究主要选取学生的学科和不同的学术水平作为主导变量，在未来的研究中可以考虑更多的变量，如性别、重点高中和非重点高中、教师的观点等，使研究更加全面。

Chapter One Introduction

1.1 Background of the study

Broadly speaking, teaching materials refer to all the teaching stuff related to the teaching; in a narrow sense, teaching material especially means the textbooks, which is the main basis for the teacher to organize activities. Teachers’ understanding of the teaching materials will greatly affects the overall teaching effect. For students, teaching materials are the main carrier of students’ learning and the important carrier of students’ basic  knowledge  of  science  and  culture.  Teaching  materials  are  the  link  between students and teachers. Therefore, scientific, rational, and interesting content of teaching materials greatly affect the students’ learning effect, and also greatly affects the students’ overall academic level.

The English Curriculum Standard for General High Schools (2017 edition revised in 2020) issued by the Ministry of Education points out that: 

“English course content is the basis for developing students’ English core  literacy,  which  contains  six  elements:  thematic  context,  type  of discourse, language knowledge, cultural knowledge, language skills and learning strategies. Thematic context covers Man and Oneself, Man and Society,  Man  and  Nature,  which  involves  humanities,  social  sciences, natural  sciences,  etc.,  providing  themes  and  contexts  for  disciplinary education” (translation by the author, p. 20). 

By studying the above English curriculum standard, it is found that the related chapters of the thematic context are listed separately in the course content, thus showing the particularity and the importance of the themes.

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1.2 Purpose of the study

Based on the investigation of 500 senior high school students, this study aims to explore  the  thematic  distributive  characteristics  of  Senior  High  School  English Textbooks  (FLTRP  edition),  including  the  distributive  characteristics  of  thematic context, the characteristics of senior high school students’ interest in FLTRP edition and the influence of different variables (liberal arts students and science students, different academic  levels  of  the  students)  on  the  students’  selection  of  thematic  context,  to provide relevant suggestions for textbook compilers and teachers to arrange and select themes properly and rationally.  

Theoretically speaking, most of the current research in China focuses on English textbooks on the whole or other different aspects. Besides, there is little analysis on senior high school English Textbooks from the perspective of learners’ thematic context. Based on previous studies, this study will make the research from a new angle, that is under the guidance of context theory and cognitive context theor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。