Analysis And Evaluation Of Primary School New Standard English(Revised In 2012)

New Standard English(hereafter shortened as NSE) published by Foreign Language Teaching and Research Press(FLTRP) is widely used in Guangxi Province. Curriculum Standard plays a crucial role in textbooks’ reform. NSE was revised according to Compulsory Education English Curriculum Standards(2011)(CEECS(2011)) and published lately in 2012. What are the merits and demerits of NSE? How much degree does it fit to CEECS(2011)? For the sake of finding the answers and offering advices for compilers to make a better revision, as well as providing suggestions for teachers to adapt to the textbooks effectively, the present study focuses on finding out the strengths and weak points of the materials according to the internal evaluation and external evaluation.Internal evaluation is made on the basis of He Anping’s(2002) checklist which includes 18 items divided into five dimensions—knowledge and scientificity, cultural connotation, psychology characteristic, quality of editing and printing, as well as feasibility. The checklist will score in this way: 4 points for A, 3 points for B, 2 points for C, 1 point for D. Then the points are totaled and the data are analyzed.The questionnaire used for external evaluation is designed by Grant(1987) and partly revised by Cheng Xiaotang(2002). It consists of 3 parts with 10 questions in each part:(1) Does the book meet the needs of students?(2) Does the book satisfy teachers’ requirements?(3) Is the book in line with the Curriculum Standard? The questionnaire will score like this: 2 points for the answer YES, 1 point for the answer PARTLY, 0 for the answer NO. The points are calculated and the data are analyzed.By comparing and integrating the results of internal and external evaluation, five merits are found in the materials:(1) basically meeting the requirements of the teaching goals, topics and functions set in CEECS(2011);(2) systematic and constructive structure;(3) integration of English and other subjects;(4) various channels provided for students;(5) feasibility. While, there are also five demerits:(1) some inappropriate designs of input;(2) not enough cultural load;(3) lacking of activities for authentic purpose;(4) beingweak in development of the second and the third cognitive level;(5) being poor in development of imagination and creativity. Thus, some suggestions are provided for the compilers and teachers. Finally, summary of the study is presented and limitations are also discussed as well as the suggestions for future study.