Research On Articulation Of Knowledge Structure In English Textbooks From Junior To Senior High School

With the implementation of the "New Curriculum Reform" and the continuous adjustment of the subject program,the problem of the convergence of textbook has gradually emerged,especially the connection between English textbooks in middle and high schools.As the main form of English course content and the main manifestation of English subject knowledge,English textbooks contain the knowledge system in different sections and levels,which is related to students' English learning level and even students' interest in learning English.Based on the "English Course Standards of Compulsory Education " and " English Course Standards of Elderly High School ",this study builds the analysis framework of knowledge structure of middle and high school English textbooks based on Bruner's Cognitive Structuralism and Krashen's Input Hypothesis Theory,then from the textbook text and its structure and the user's feelings of the two dimensions to examine the current state of the convergence,and finally come up with the strategy of convergence to solve the problem of textbook convergence.The study found that the "Ninth grade English Textbook of Compulsory Education"(2014 edition)and the "Ordinary High School Curriculum Standard Experimental Textbook English Compulsory 1-2"(2007 edition)do not link in the knowledge structure.First of all,the knowledge structure of the textbook has a large span,and the vocabulary,grammar,reading,and listening sections are particularly prominent.Further analysis of the reasons and finding that there are convergence problems between the two sets of curriculum standards.Secondly,high school English teachers and high school students generally deem that the high school English textbooks are difficult and hard to adapt in a short period of time.It is leading to students' fear of high school English and some even give up English learning.Based on this,this study proposes the following countermeasures.First of all,communication between the two groups of curriculum standard writers should be strengthened to ensure the convergence of the two sets of curriculum standards.Secondly,under the guidance of the curriculum standards,the communication between the middle and high school English textbook writers,as well as the textbook writers and teachers should be strengthened,so that the middle and high school English textbooks can better connect in the knowledge structure.Finally,teachers should establish a sense of connection,especially high school teachers,should adjust the textbook knowledge structure according to the actual situation of students,use textbooks flexibly,and improve the incoherence of English textbooks in middle and high schools from the perspective of teaching.