A Research Into The Construction Of The Knowledge Structure Of Junior High School English Textbooks In Terms Of Textbook Compiling

Taking knowledge structure as a cut-in point, the present research first analyzes the transitional and terminal position of junior high school in compulsory education system. Based on the significance of this position, together with the knowledge concept of cognitive psychology and the fact of English as a school subject, suggestion is forwarded to updating knowledge in existing junior high school English textbook (JET). Guided by the newly issued national English curriculum standard, taking systemic theory, learning theory and foreign language research results as theoretic framework, this study attempts to transform language skills, qualities, beliefs, strategies, attitudes, emotions and values into transmittable knowledge, with the hope of constructing a knowledge structure consistent with the new curriculum standard and offering theoretic foundation for future JET compiling and further editions of existing JET. It is the idea of this research that if the existing knowledge in JET fails to meet the needs of the reformed Curriculum, we should strive to construct a knowledge structure that matches the development of society and requirement for citizen qualities.Textbook research is an important part of the curriculum reform and the key factor for its successes as well. As the core and essence of the textbook research, knowledge structure construction will help explore the potentials of JET reform. This dissertation consists of seven parts:The Introduction foreshadows what comes after, in which the reason for choosing the topic is stated, the focus and primary methods of this research are identified, and a literature review is presented which classifies the existing researches into three categories: illustration of textbook compiling guidelines, textbooks and classroom instructions, textbook evaluation and selection critierion. One thing becomes clear from this review: little, if any, research has been done from the point of view of knowledge concept and English as a school subject. Few attempts have ever been made on constructing a knowledge structure of English textbooks for junior high school students.Part II is the starting point of the research as it proposes the framework of the knowledge structure of JET. The proposed knowledge structure is composed of four levels: conceptual level which includes curriculum standard, curriculum preference and textbook compiling objectives; methodological level which includes systemic theory, learning theory and the latest foreign language research findings; operational level which includes the choosing of specific language items as essential knowledge, and technical level which defines the organization and lay-out of the four parts of a physical textbook: topics, texts, tutorial guide and tasks.Part III illustrates the application of systemic theories, meaningful learning, three-dimension grammar teaching scheme and the results of cross-cultural researches.Part IV suggests the significance of conversing curriculum content into a textbook available and learner friendly style, based on the comparison of foreign language curriculum of the U.S, Japan and China.Part V focuses on the classification and selection of the knowledge of English language, language skills, cultural issues, affects and values.Part VI introduces the possibilities in organizing and presenting topics, texts, tutorial guide and tasks.Part VII is the closing of this dissertation in which some conclusions are drawn, suggestions are advanced and possible further research tasks are suggested.Of the four levels of the knowledge structure of JET, conceptual level is the deep structure of JET. The knowledge involved in this level is not physically explicit in textbooks, and it is not the type of knowledge which requires students' awareness. They function through the influence on textbook writers when they are designing and developing JET. Methodological level works as the theoretical framework of the JET designing. Knowledge in operational level provides decisive guideline when answering the question "what to teach?" As it is directly related to English language facts, skills and cultural communication rules, it is practical to classroom teachers once available to them. Knowledge in technical level is also called techniques in textbook compiling. Like that in operational level, it appears as the surface structure and the ultimate demonstration of knowledge structure of JET. Though detachable in research, these four levels are integrated and realized as a whole in actual compiling practice: knowledge in conceptual level floods into methodological level, and it is realized in operational level and presented in concrete textbooks.A research into the construction of knowledge structure of JET from the point of view of textbook compiling not only reveals a different angle in English textbook research and criticism, and offers a comprehensive and fundamental theoretic framework for future textbook development, and reference check for textbook inspection, but also provides teachers with scaffolds in participating in curriculum reform, and in understanding and exploring textbooks.