An Investigation Of The Implementation Of Junior English Textooks Go For It!

The issue and implementation of New Curriculum Standard in2001symbolizes that English teachingenters the stage of overall reform. Along with the deepening development and promotion of the NewCurriculum, the English teaching materials come to realize diversification under the guidance of the NewCurriculum Standard. Different regions choose different teaching material versions according to their owncharacteristics. The English teaching materials Go for it! come into use in Qixian, Hebi in2001. It iswell-known that education level in each region of Hebi is uneven. In big cities, the teaching and learningresources are comparatively rich, in contrast, although the teaching softwares and hardwares of Qixian areimproved a lot, there is still a big gap compared with that of big cities. So questions appear,“What’s theusing situation of the revised Go for it!(RGFI) in Qixian?”“Are RGFI more suitable for the teaching needsas the textbook editors hope? For this reason, the author carries out the present empirical study, aiming toexplore the teachers’ and the students’ assessments on RGFI and find the problems that the teachers comeacross in the process of using the new teaching materials, and offer some specific, workable proposals tothe editors, the relevant education departments and the frontline English teachers.Shu Dingfang and Zhuang Zhixiang (2008) think that the teaching materials should be consistent withthe teaching objectives and the requirements of the Curriculum Standard; the author designs thequestionnaires for teachers (28items) and students (22items) on the basis of the view above.395studentsfrom7schools and32teachers from9schools are chosen to finish the questionnaires and the face-to-faceinterviews, and Excel software is also used to collect, dispose and analyze the data. The results are asfollows:(1) Most of the teachers are satisfied with the contents, compiling level, the speaking parts and thecultivation of learning strategies of RGFI. By contrast, not a few teachers are dissatisfied with thevocabulary, the listening parts, the reading parts, the writing parts, the self-check parts, the proportion ofwestern cultures, the difficulty of parts of the activities, the matching materials, the books for teachers.(2)Most of students are satisfied with the layout of the grammar, the topics, the contents, the activities and thecompiling level. In contrast, not a few students are dissatisfied with the vocabulary, the listening parts, thewriting parts, the grammar, the self-check parts and the matching materials.(3) There are mainly13problems that make teachers confused during the process of using RGFI.(See P97-P98). It can be seen clearly from the results that not only the teachers but also the students take acomparatively negative view on RGFI on the whole. In the last chapter of the present paper, the authorprovides some concrete and feasible suggestions for the relevant education departments and the frontlineteachers.