A Research On Learner-centered English Teaching Materials For Senior High School: Theory And Practice

In the light of the research on teaching materials evaluation (TME) abroad, this paper sums up the methods and approaches of TME, and provides theoretical support for the analysis of TMs. From the perspectives of education, psychology, and linguistics, this paper makes a point that TMs design should be learners-oriented. This paper also examines the status and role of TMs and suggests two dimensions for TMs analysis--structural and contental dimension--forming the framework of analysis. Then this paper takes Senior High English of BNU edition for example, examines its structure and content, and concludes that the TMs are subject-centered rather than learner-centered. This paper also makes an experimental research that shows that using Active Method to optimize the TMs of BNU edition can do much good to the learners' performance in the achievement exams by making the TMs more in accordance with the learner' realities and needs. In the end, this paper turns to some considerations about TMs design. This part involves the realistic goals in EFL setting, learner' needs analysis, the influence of native language on foreign language learning, contrastive analysis theory, and such inside theoretical aspects as principles, problems, basic conditions and related academic subjects in TMs design.