Analysis And Evaluation Of The Texts Of The Reading Part In English In Mind(1-2)

Textbooks are a medium for students to obtain knowledge and promote key competence.The quality of the reading materials in textbooks directly influences students’ reading efficiency and the development of their key competence.However,although used by many key schools and foreign language schools,English in Mind(EIM for short)are rarely researched.Therefore,this study evaluated whether the 63 texts of the reading part in EIM met the criteria set on the basis of English Curriculum Standard for Compulsory Education(2022 Edition)(Curriculum Standard for short)from static analysis and dynamic analysis according to Gao’s textbook evaluation system and Cunningsworth’s reading part evaluation method by text analysis,questionnaire and descriptive analysis.Static analysis is from theme,type,culture and language.Dynamic analysis is from teachers’ attitude and students’ attitude.This study attempted to answer three questions: 1)Can the texts of the reading part in EIM meet the requirements of the content of Curriculum Standard? 2)How much do the teachers satisfied with texts of the reading part in EIM in terms of using them to develop the key competence? 3)How much do the students satisfied with texts of the reading part in EIM in terms of using them to develop the key competence?The study showed that EIM’s texts of reading part were highly consistent with the Curriculum Standard in terms of theme,language,and even far exceeded the requirements of the Curriculum Standard in terms of language while text types and cultural types needed to be added.In addition,teachers and students thought highly of EIM’s texts of reading part which could help them develop students’ key competence.However,it is worth noting that students thought the reading texts in EIM cannot effectively help them develop the ability of using language freely.The study attempts to propose the following suggestions to the textbook editors and the users:1)Editors need to increase the number of the texts of certain types like poems,theme about “human and nature” and texts involving material cultural content and increase the proportion of Chinese culture.2)Teachers need to learn how to make discourse analysis.They need to integrate background knowledge with the help of multimedia resources and blend in relevant elements of Chinese culture.They can also supplement the missing topics and text types by adapting or deeply excavate the content of the texts.3)Students should always establish theme awareness,cultivate their awareness of autonomous learning and actively reflect on their own language learning.What is more,it is necessary for students to actively join in the exploration activities and various cross-cultural communication activities.The study provides some references for how to make better use of texts in textbooks,especially the ones in foreign original textbooks,and has some implications for reading teaching.However,the way of collecting data is single due to the limitation of objective conditions.The study needs to consider how to make the results more credible.