A Study On The Project Section Of Senior High School

In this day,as society becomes more diversified,the requirements for the training of human resources are gradually increasing.Talents nowadays not only need to master certain professional theory,but also should be capable of practical skills needed for the development of the 21 st century.In response,our country released some educational policies related to project-based learning.The newly revised English curriculum standards also includes "project-based learning" in its requirement for teachers,aiming at mobilizing students’ learning potential and developing their multiple skills.By analyzing the project sections of the widely used high school English textbooks in China,that is,the YLP,FLTRP,BNUP edition,this study can explore different editors’ understanding of project learning and provide suggestions for improving the compilation of project sections in English textbooks and for front-line English teachers’ practical teaching.The study uses a combination of literature research,text analysis and interview methods.Based on the research framework inspired from foreign and domestic literature,this study targets at the new editions of YLP,FLTRP and BNUP English testbooks from the perspective of thematic features,task characteristics,scaffolding features and outcome features.With the result of interview for reference,this study hopes to give useful suggestions for textbook content design and specific teaching.The research results are as follows: in terms of thematic features,the three sets of English textbooks present topics in a project-based learning format.The themes from three versions all reflect the three values of project learning,but are limited in their novelty and practicality.And the topics are arranged from easy to difficult.In terms of task characteristics,the operational processes have their own features,and all of them reflect the inquiry characteristic of project learning.But the status of project evaluation has been diluted.What’s more,the forms of participation in three sets reflect the collaborative characteristics of project learning,and the FLTRP and BNUP editions further emphasize the combination of individual performance and group cooperation.All the knowledge content focuses on the integration of disciplines,reflecting the interdisciplinarity of project learning and the preference of basic knowledge understanding.In terms of scaffolding features,all three sets of textbooks emphasize the laying out of learning scaffolds,reflecting the constructivism orientation,and the number of resource-based scaffolds of examples needs to be adjusted.In terms of outcome features,the three sets of teaching materials have different types of project outcomes,each with its own focus,and the outcomes are handled differently,with only the FLTRP edition reflecting the reflective,authentic,and beneficial features of project learning.In terms of the understanding and the actual use of the Project section,this section is usually being ignored and teachers have no idea about how to teach it.Based on the results of the study,this study gives reference suggestions in terms of textbook development and specific teaching.