| The syllabus has always played a crucial part in elementary education. However, the requirements in the old version of the syllabus towards elementary education can not meet the learning needs of students of the new generation. Therefore, the National English Curriculum Standards (NECS) was issued in2001as a result of the curriculum reform of elementary education. Compared with the syllabus, NECS (2001) have made a great progress in curriculum objectives, classified standards and implementation suggestions and so on. The situation of "one syllabus one textbook" was changed as a variety of textbooks were compiled the under the guidance of NECS (2001). Go for it compiled by People’s Education Press and New Standard English compiled by Foreign Language Teaching and Research Press are the most widely used and popular ones. The two sets of textbooks have received numerous praises for being up-to-date, emphasizing language in use and "concerning the needs of learners and so on. Meanwhile, they also have some demerits inevitably. For instance, the compilation of grammar items is messy, the recycle of vocabulary is not attached great importance to, and Task-Based Language Teaching (TBLT) proposed by NECS (2001) can not be fully executed as they can’t play a dominant role in classroom teaching and learning, some topics in the textbooks are far away from the daily life of Chinese students. Therefore, the two sets of textbooks are revised according to the requirements in NECS (2011revised draft) which was issued in December,2011and based on the feedbacks of teachers and students after they have used the two sets of textbooks.Are teachers and students satisfied with the old version of GFI and NSE? In what aspects have they satisfied the needs of students and what demerits do they have respectively? In what aspects can they be improved? What adjustments NECS (2011) have made compared with NECS (2001)? Do the revised GFI and NSE meet the requirements of NECS (2011) and in what aspects have they improved? Which textbook, GFI (2012) or NSE (2012), can better satisfy the needs of students and teachers? This study is committed to find answers to these research questions.This thesis first analyzes the target needs and learning needs of427junior high school students by means of needs analysis questionnaires. Then teaching materials evaluation questionnaires are distributed and collected to investigate the users’(teachers and students) overall impression and their attitude towards the compilation of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the two sets of textbooks. Meanwhile, an in-depth internal evaluation is conducted to find out what adjustments have been made between the old version and the revised version.The results of teaching materials evaluation analysis and needs analysis indicate that the users are more satisfied with GFI (2003) than NSE (2003) in general. However, according to the research, these materials are insufficient respectively in terms of topics, the order of grammar items, recycling of vocabulary and grammar items and supporting exercises. It is found through the internal evaluation of GFI (2012) and NSE (2012) that the revised version has made a great progress in the choosing of topics, the compiling of grammar items, the vocabulary size, the recycling of grammar items and vocabulary. As a result, they can better meet the needs of their users than the previous version. Meanwhile, the comparative study of GFI (2012) and NSE (2012) shows that GFI (2012) outshines NSE (2012) in terms of topics, the recycling of grammar items and the arrangement of vocabulary. Therefore, it could be safely concluded that GFI (2012) can better meet learners’needs. In a word, it is hoped that junior high school students’needs can be presented by doing this research in order to shed light on the compilation of textbooks for junior high school students. It is also hoped that the findings of this thesis would be helpful to the teachers and education department in choosing a suitable textbook. |
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