四、Grant的评估标准
Grant(1987)也出版了 Making the Most of your Textbook，丰富了教材评价的内容。在评价方法方面，Grant(1987)把教材评价分为初步评价(initial evaluation)、细致评价(detailed evaluation)、使用中评价(in u evaluation)。在初步评价中，Grant 提出了“the CATALYST test’’，即初步评价教材的交际性、教学目标、教学的可操作性、是否有辅助材料、教材的水平要求、教材给人的整体印象、学生的兴趣和教材是否
进行过试验等。在细致评价中，Grant 建议我们进行问卷调查，并为我们设定好了三个问卷，这三个问卷分别调查的问题是：1）Does the cour suit your students? 2) Does it suit the teacher? 3) Does it suit the syllabus?。每个评价表均从 10 各方面对教材进行评价，其后跟有说明性文字。第一部分，在回答“Does the book suit your students?”时，Grant 主要评价的是教材是否有吸引力、文化内容是否能被学生接受、是否能够反映学生的兴趣和需要、难度是否得当、篇幅是否得当、装帧设计是否合理、是否有足够的真实材料及是否接近学生的现实生活、是否兼顾语言知识与综合技能、是否注重语言技能的协调发展、是否包括足够的交际活动以培养学生语言运用的能力。第二部分，在回答“Does the book suit the teac
her?”时，Grant 主要评价：教材的总体内容与版式是否令人满意、教材配备与设计的如何、不依赖教材教师可否进行课堂教学、教材推荐的教学方法是否符合学生需求和课堂教学需要、教学方法可否进行调整、是否有利于教师节省备课时间、是否提供必要的辅助材料、是否配备复习和测验的材料、是否重视新旧知识的结合与复现、是否被其他教师认可和采用。第三部分，在回答“Does the book suit the syllabus and examination?”时，评价表设计的内容有：教材是否由专家推荐或认可、是否遵循而又不拘泥于大纲的要求、内容分级及结构安排和覆盖面是否理想、超出大纲要求的部分是否可促进教学、教学内容与活动及教法是否周密且可操作性强、是否专为某种考试而设计、教法是否有利于应考、考试要求与学生需求是否得以合理体现、是否有足够的应试训练、在应试技巧上是否有提示。问卷调查的结果无论再好，都要经受课堂教学实践的检验，在使用中进行评价是一个不可缺少的环节。
Choosing a textbook: questionnaire (part I)：
Does the book suit your students?
1．Is it attractive? Given the average age of your students, would they enjoy using it?
2．Is it culturally accepted?
3．Does it reflect what you know about your students’ needs and interests?
4．Is it about the right level of difficulty?
5．Is it about the right length?
6．Are the cour’s physical characteristics appropriate? (e.g. is it durable)
7．Are there enough authentic materials, so that the students can e that the book is relevant to real life?
8．Does it achieve an acceptable balance between knowledge about the language, and practice in using the language?
9．Does it achieve an acceptable balance between the relevant language skills, and integrate them so that work in one skill area helps the others?
10．Does the book contain enough communicative activities to enable the students to u the language independently.
（Score: 2 points for every YES answer. 1 point for every PARTLY answer. 0 for every NO answer.）
Choosing a textbook: questionnaire (part II)：
Does the book suit the teacher?
1．Is your overall impression of the contents and layout of the cour favourable?
2．Is there a good, clear teacher’s guide with answers and help on methods and additional activities?
3．Can one u the book in the classroom without constantly having to turn to the teacher’s guide?
4．Are the recommended methods and approaches suitable for you, your students and y
our classroom?
5．Are the approaches easily adaptable if necessary?
6．Does using the cour require little or no time-consuming preparation?
7．Are uful ancillary materials such as tapes, workbooks, and visuals provided?
8．Is there sufficient provision made for tests and revision?
9．Does the book u a ‘spiral’ approach, so that items are regularly revid and ud again in different contexts?
10．Is the cour appropriate for, and liked by, colleagues?
（Score: 2 points for every YES answer. 1 point for every PARTLY answer. 0 for every NO answer.）
Choosing a textbook: questionnaire (part III)：
Does the book suit the syllabus and examination?
1．Has the book been recommended or approved by the authorities?
2．Does the book follow the official syllabus in a creative manner?
3．Is the cour well-graded, so that it gives well-structured and systematic coverage of the language?
4. If it does more than the syllabus requires, is the result an improvement?
5．Are the activities, contents and methods ud in the cour well-planned and executed?
6. Has it been prepared specifically for the target examination?
7．Do the cour’s methods help the students prepare for the exam?
8．Is there a good balance between what the examination requires, and what the students need?
9. Is there enough examination practice?
10．Does the cour contain uful hints on examination technique?
（Score: 2 points for every YES answer. 1 point for every PARTLY answer. 0 for every NO answer.）
Grant, N. 1987. Making the most of your textbook. Harlow: Longman Group Ltd.
