The Evaluation Research Of Reading Texts Of Junior Middle School English Textbooks Published By Shanghai Education Edition

English learning is dominant by textbooks,while language input mainly comes from reading texts in the textbook.Taking the texts in Shanghai Education Edition English textbooks for junior middle school students as the research object,this paper makes a static and dynamic evaluation on texts in the textbooks by means of text analysis and questionnaire survey,and analyzes its characteristics,advantages and disadvantages,so as to further perfect texts in English textbooks,improve the quality of textbooks and the reading ability of students.The static evaluation mainly analyzes whether the topic,genre,length and grammar of English textbooks by Shanghai Education Edition for junior middle school students conform to requirements specified in English Curriculum Standards for compulsory Education(2011 version)on the basis of textual analysis theory.Meanwhile,the dynamic evaluation prepares questionnaires for teachers and students in accordance with Grant’s textbook evaluation theory and textbook evaluation form so as to understand the satisfaction of teachers and students on texts in Shanghai Education Edition English textbooks for junior middle school students.And some feasible suggestions are proposed accordingly.The research conclusion are as follows: first of all,in general,the topic,genre,length and grammar of English textbooks by Shanghai Education Edition for junior middle school students conform to the new“Curriculum Standard”;however,the lack of partial topics and the relatively large proportion of narrative genres are not beneficial to students’ understanding and learning of other genres.And the long length makes it more difficult for students to understand the content of the reading text;the lack of word formation and compound sentence grammar leads to insufficient connection,which further affects students’ mastery of grammar knowledge;then,it is found through the questionnaire survey that teachers and students claim that this version can basically meet their demands;however,most of teachers and students held that the long texts caused some difficulties to parts of students with poor mastery of grammatical rules and low recognition to listening and writing practices.Therefore,this research put forward the following suggestions: one,textbook writers shall lay emphasis on combination of text and times and follow students’ level of cognitive development so as to stimulate their interests in learning English;two,teachers shall pay attention to the cyclical explanation of language knowledge and practices to cultivate students’ language skills;in regard with some topics with too long or short articles,teachers shall make some adjustments and supplements to enhance students’ learning interests;three,students will join in classroom teaching activities in a good attitude,learn to think independently and enlarge reading to promote the coordinated development of language skills.