辽宁师范大学硕士学位论文
摘要
教材是是学生获得知识的主要来源，能够促进学生思维不断地走向深入，而教材的练习系统是促进学生思维不断深入的关键，练习系统中良好问题的设置对学生认知思维的发展具有举足轻重的功用，因此对教材的练习系统进行分析研究对于促进教师有效教学和学生的英语学习尤为重要，而国内外对于英语教材练习系统的研究却很少，对比研究更是凤毛麟角，基于此现状笔者对英语教材练习系统展开研究，实现了视角转换和方法拓新。
本研究在新课标背景下，以布鲁姆教育目标新分类和维果茨基最近发展区理论为支撑，从静态和动态两方面对当前广泛应用于高中英语教学中的两本不同版本的英语教材的练习系统进行对比分析。首先运用文献综述法和对比分析法，从认知过程和知识两个维度进行静态的对比分析。其次，运用课堂观察法、问卷调查法和访谈法进行动态的研究，对比分析两个不同版本教材在实践教学中产出的数据，从而使研究结果更为准确科学。
本文主要研究三个问题：(1)两本教材的练习系统在布鲁姆教育目标新分类两个维度上的呈现方式有何异同以及是如何贯彻新课标理念的？(2)在实际教学中，两本教材的练习系统分别侧重培养学生哪方面能力及其作用是否得到有效发挥？(3)两本教材的练习系统各自有哪些优势？
研究发现：两个版本教材中练习系统的设置均很好的贯彻落实了新课标，在实际教学中得到了有效发挥。两版教材的练习设置在认知过程维度上都是低阶思维类习题较多，高阶思维类习题较少；在知识维度上两个版本教材的练习系统都比较重视学生多方面能力的培养和认知类的事实性知识的掌握。但两个版本知识侧重点不同：外研版更侧重学生对语法知识、及对该规则的运用方面能力的培养，而人教版更侧重学生英语学习能力和策略方面的培养。在实际教学中，使用人教版教材的教师更注重事实性、程序性和元认知类知识方面练习的讲解。使用外研版教材的教师更注重学生的口语表达、写作技能、阅读理解和语法运用等方面练习的讲解，尤其元认知知识的学习，两本教材的练习系统的作用均得到了有效发挥。两本教材有各自的特点和优势，教材使用者、编写者和学校教材管理人员应该充分了解教材的特点，根据教学实际适当取舍，并进行合理调整，以便更好地利用教材，推动高中英语教学质量的提高。
关键词：练习系统；新课标；高中英语教材；对比研究
A Comparative Study on Practice System of Senior High School English Textbooks between
NSEFC and NSE under the New English Curriculum Standard
Abstract
Textbooks are the main source of gaining knowledge for students,they are able to make students’mind further,while the practice system of the textbook can be the key of it.The ttings of valuable questions in practice system can have a crucial function to promote students’cognitive development,therefore the study on the practice system in textbook can be particular important to promote teachers’effective teaching and students’English learning.But the rearches about the practice system home and broad are few,the comparative studies are rather barren,in terms of the status quo,the author conducts a rearch on English practice system, which achieved the perspective conversion and methods innovation.
this is how we doGuided by the New English Curriculum Standard(2003)(NECS),the thesis takes the Revid Bloom’s Taxonomy of Educational Objectives and Vygotsky’s Zone of Proximal Development as its theoretical basis,the author compares and analyzes the practice system form static and dynamic aspects in two different versions English textbooks,which apply widely in nowadays nior high school English teaching. First,the thesis us the methods of literature review,and comparative study to make a static comparative study to the practice system from the dimensions of cognitive process and knowledge.Next,the thesis makes a study from dynamic perspective by using the methods of questionnaires,interview and classroom obrvation.Comparing and analyzing the statistics produce
d from the practical teaching in the two different versions English textbooks to make the study more accurate and scientific.
Three questions will be discusd in the thesis as follows:
1.What are the similarities and differences of the practice system between the two ts of textbooks from two dimensions of the Revid Bloom’s Taxonomy and how the two ts of textbooks implement the NECS(2003)?
2.Which aspects of ability the practice system in two textbooks particularly cultivate in the practical teaching and whether its functions are exerted effectively?
3.What are the respective merits of the two ts of textbooks in the practical teaching?
The thesis finds that the practice system in the two ts of textbooks both implement the NECS(2003)well and can be exerted effectively in the practical teaching.From the dimensions of cognitive process,the ttings of practice system in the two ts of textbooks both have more exercis cultivate lower-order thinking and fewer exercis cultivate higher-order thinking.From the dimensions of knowledge, both of the practice system in the textbooks focus on the cultivation of stu
wi
dents’various abilities and the master of the factual knowledge.However,the two ts of textbooks have different inclinations.The NSEFC Book1prefers to cultivate students’mastery of application ability of the grammar,while the NSE Book1prefers to cultivate students’ability of English learning and strategies.In practical teaching,the
辽宁师范大学硕士学位论文
teacher who us the NSEFC Book1pays more attention to the explanation of factual knowledge,procedural knowledge and metacognitive knowledge exercis,while the teacher who us the NSE Book1concentrates more on the exercis which can cultivate students’ability of speaking and expressions,writing,reading and the application of grammar,especially the learning of metacognitive knowledge.The functions of practice system in the two ts of textbooks are both exerted effectively. Both of the textbooks have their respective merits and shortcomings,the urs,editors and managers of textbooks at school should know them sufficiently,and appropriately choo textbooks and adjust reasonably according to the teaching practice in order to make better u of them and increa the quality of high school English teaching. Key Words:Practice System;New English Curriculum Standard;Senior High School English Textbooks;Comparative Study
A Comparative Study on Practice System of Senior High School English Textbooks between NSEFC and
rackingNSE under the New English Curriculum Standard
Contents
摘要.....................................................................................................................................................................II Chapter One Introduction.. (1)candy什么意思
1.1Background of the Rearch (1)
1.2Purpo and Significance of the Rearch (1)
1.3Overall Structure of the Study (2)
Chapter Two Literature Review (4)
2.1Textbooks (4)
2.1.1Definitions of Textbooks and English Textbooks (4)
2.1.2Functions of Textbooks (4)
2.2Practice System (5)
2.2.1Definitions of Practice System (5)
2.2.2Functions of Practice System (5)
2.3Theoretical Basis (6)
2.3.1The Revid Bloom’s Taxonomy of Educational Objectives (6)
2.3.2Vygosky’s Zone of Proximal Development (8)
2.4Rearches on English Textbooks Home and Abroad (8)
2.4.1Rearches on English Textbooks Home (8)
2.4.2Rearches on English Textbooks Abroad (9)
2.5Rearches on Practice System Home and Abroad (9)
auspice
2.5.1Rearches on Practice System Home (9)
2.5.2Rearches on Practice System Abroad (11)
Chapter There The Comparison of Two Textbooks (13)
3.1The Structure of Practice System in Two Textbooks (14)
3.1.1The Structure of Practice System in NSEFC Book1 (14)
安和3.1.2The Structure of Practice System in NSE Book1 (16)
3.2The Analysis of Two Textbooks from Two Dimensions (18)
3.2.1The Analysis from the Dimension of Cognitive Process (18)
3.2.2The Analysis from the Dimension of Knowledge (19)global
3.3The Implementation of Practice System in Two Textbooks to the NECS (21)
3.3.1The Implementation of Language Skills (21)
3.3.2The Implementation of Language Knowledge (25)
辽宁师范大学硕士学位论文
3.3.3The Implementation of Emotion (30)
3.3.4The Implementation of Strategy (32)
广东外语外贸大学怎么样3.3.5The Implementation of Culture (32)
Chapter Four Rearch Methodology and Data Analysis (34)
4.1Rearch Methodology (34)
4.1.1Rearch Questions (34)
4.1.2Rearch Subjects (34)
assumes4.1.3Rearch Instruments (34)
4.2Date Analysis (35)
4.2.1Analysis of Questionnaires (35)
4.2.2Analysis of Interview (43)
4.2.3Analysis of Classroom Obrvation (44)
Chapter Five Conclusion (46)
5.1Major Findings (46)
5.2Limitations and Suggestions of the Study (48)
References (50)
Appendix A Questionnaire One (53)
Appendix B Questionnaire Two (56)touchme是什么意思
Appendix C Interview (59)
Acknowledgements (61)
