A Feedback Survey Of New Standard English Book 1 (2019 Ed.) In A High School In Zibo

English textbooks are the basis of teachers’ teaching and students’ learning.With the advancement of English basic education reform,English textbooks are improved.English Curriculum Standards for the Senior High Schools is the basis for textbook compilation.The Standards made great changes in course objectives and content.In terms of objectives,it has shifted from comprehensive language ability to English core competencies.In terms of content,it emphasizes close integration among thematic context,discourse types,language skills,language knowledge,learning strategies,and cultural knowledge.Based on it,English textbooks are revised and put into use in September 2019 in Zibo.Until now,it has been used for more than one year.Many teachers and students were satisfied with it.But some teachers said that they were bothered by some problems and difficulties.So,it’s of great necessity to further explore the feedback of teachers and students,teachers’ problems,and the causes.Based on Bloom’s Taxonomy of Educational Objectives(revised version),holistic education,and Cheng Xiaotang’s Systematic Evaluation,the investigation is made in a senior high school in Zibo,Shandong province.It selects 207 students and 12 English teachers from Grade one as the research participants,collects and analyzes the data through questionnaires and interviews.This study aims to answer these three research questions: 1.What’s teachers’ feedback on Book 1(including instruction,topics and discourses,language knowledge,activity design,and structure arrangement)? 2.What are students’ cognition and evaluation of Book 1(including illustrations,topics and discourses,language knowledge,and learning activities)? 3.What are the problems of teachers using Book 1?Based on this study,it’s found that: most teachers think that the themes are comprehensive,in line with the students’ cognitive;and language knowledge is displayed and learned in discourse and context.Activity design is more complete and systematic which can better cultivate students’ English core competencies and language ability.And the unit structure is progressive,consistent with students’ cognitive development.Most students hold a more positive attitude.They hold that topics are novel and attractive,and the discourse selected presents its structure and language features.Language knowledge is found,studied,and applied in real contexts.To some extent,their language ability can be cultivated and improved in learning activities.Meanwhile,learning strategies are mastered.But nearly half of the students think that there are too many vocabularies and writing styles,simple grammar,and long listening materials.Teachers’ problems are shown as follows: firstly,there are too many activities,but insufficient teaching hours.Secondly,there are fewer teaching resources.Meanwhile,there are quantities of new words and slight connections between the textbook and the former college entrance examination.