| Textbooks play a vitally important role in English teaching in that they are not only the concrete embodiment of the objective and content of the curriculum,but also the main tool of both teachers and students in teaching activities.Choosing and using suitable textbooks is indispensable for the completion of learning tasks on the students side and the fulfillment of teaching objectives on the teachers side.Hence the reform of the textbooks has been one of the cores of the curriculum reform in China.In the meantime,the ability to evaluate textbooks is a very important professional activity for English teachers.And the Compulsory Education English Curriculum Standards(2011)also requires that teachers should be good at using textbooks flexibly and creatively in combination with actual teaching needs.In the above situation,the research and activities about curriculum and the development of textbooks are flourishing,and in the meantime the comparative study of textbooks is also on the rise.However,literature retrieval reveals that the proportion of this kind of study is still not significantly sufficient.For this reason,the paper,adopting the literature method and the comparative method,using the two-dimensional analysis of the deep-layer structure and surface-layer structure of Ding Zhaopeng and the compulsory education course standard as the framework,attempts to make a comparative study on the different sets of the textbooks for junior middle schools in Shandong province,in hope of analyzing and evaluating the materials objectively and scientifically by way of exploring the similarities and differences between the two sets of textbooks.The research questions of this paper are listed in the following:1.What are the similarities and differences between the English textbooks published by People's Education Press(PEP)and the English textbooks published by Shandong Education Press(SEP)in both surface-layer structure and deep-layer structure?2.In view of the different characteristics of PEP and SEP,how should teachers and make them more suitable for students' actual situation and characteristics?3.Which would be better,to advocate diversity of textbooks or to use state-compiled unified textbooks?Through the comparative study,this paper finds that,on the one hand,both the two sets of junior middle school English textbooks,PEP and SEP,ideally follow the requirements of Compulsory Education English Curriculum Standards;but on the other hand,the analysis of the comparison of the two sets of textbooks from the surface-layer structure and deep-layer structure show that,compared with SEP,PEP has more extensive selection of the materials,pays more attention to the scientificity,interestingness and ideological level of the materials selected,and better reflects the guiding,exploring and interactive features of the textbooks in accordance with the psychological characteristics of students' development so that the acquisition of knowledge and the cultivation of ability can be more ideally obtained.Based on the above findings,this paper aims to help teachers and students to use the materials more effectively and creatively,so as to maximize the effect of teaching and learning.At the same time,this study can also provide reference for the improvement of curriculum construction and the development of textbooks.Finally the paper ventures to provide help for the formulation of ministry of education-compiled textbooks under the guidance of national curriculum standards.The main reason is that too many versions of textbooks will inevitably show differences or even defects,which is not conducive to the effect of teaching and learning,neither to teachers exchanging and sharing,therefore the ministry of education organizing experts to compile unified textbooks will not only make the education at all stages of the country have unified content,systematicness and ideology,but also facilitate the discussion on education among teachers throughout the country,so that the direction of education can be more effectively centralized. |
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