A Comparative Study Of Senior High School English Textbooks Published By PEP In 2007 And 2019

In 2017,the 19^thCPC National Congress proposed that"we should comprehensively pursue the Party’s educational policy,implement the fundamental task of education,develop quality-oriented education,promote education equity and cultivate builders and successors of socialism with all-round development."In order to complete the fundamental task,English Curriculum Standard for Senior High School（2017）was promulgated.In 2019,New Senior English for China（NSEFC）,based on Curriculum Standards（2017）,was finished compiling and put into practice.Compared with NSEFC（2007）,there are changes and differences on teaching ideology,teaching content and curriculum system in NSEFC（2019）and it also presents challenges and problems for teachers.The study is designed to compare NSEFC（2007）and NSEFC（2019）by internal and external evaluation.Internal evaluation is on the basis of Cheng Xiaotang’s system of teaching materials evaluation and Tomlinson’s basic principles of materials development.External evaluation includes questionnaires and interviews designed on the basis of Grant’s checklists of textbook evaluation.Research questions of the study are:1.What are features of NSEFC（2007）and NSEFC（2019）in terms of guiding ideology of teaching,selection and arrangement of teaching content,organization and structure of textbooks and learning strategies?2.Compared with NSEFC（2007）,what are teachers’opinions about arrangement of teaching content,design of teaching activities and teaching resources of NSEFC（2019）?3.What are students’opinions about language knowledge,cultivation of language skills and learning strategies and reality of unit topic of NSEFC（2019）?According to the comparison and analysis of the two sets of textbooks,conclusions and findings are drawn:in terms of the guiding ideology of teaching,NSEFC（2007）is subject-centered,whose main objective is to cultivate and improve students’abilities of English.The curriculum content in NSEFC（2007）isn’t tightly coherent and the curriculum structure isn’t flexible enough.Compared with NSEFC（2007）,the main objective of NSEFC（2019）is to“strengthen morality education and develop quality-oriented education”.In addition,the curriculum content is more integrated and the curriculum structure becomes more flexible.In terms of structure and organization of textbooks,it is basically similar in the two sets of textbooks.But compared with NSEFC（2007）,the order of teaching steps in units are adjusted and listening and speaking practice are emphasized in NSEFC（2019）.Cultivation of“viewing”abilities are emphasized in NSEFC（2019）.In terms of selection and arrangement of teaching content,selection of unit topics and arrangement of teaching activities and language knowledge are reasonable in the two textbooks.But in NSEFC（2019）,teaching activities are more various;proportion of listening activities is increased;practice of pronunciation is added and difficulty of vocabulary and grammar are increased.In terms of learning strategies,besides meta-cognitive and cognitive strategies mentioned in NSEFC（2007）,affective and communicative strategies are emphasized in NSEFC（2019）.As for external evaluation,the two sets of textbooks are both approved by most teachers.But more teachers are satisfied with NSEFC（2019）.They state teaching activities and supporting materials are more diversified and interesting;the link-up of language knowledge is more close and illustrations is attractive for students in NSEFC（2019）.But some teachers thought the repetition rate of grammar in NSEFC（2007）is more reasonable and supporting materials of NSEFC（2007）are more comprehensive.In terms of students’feedback,most of them are satisfied with NSEFC（2019）.They think the teaching content is close to their life,teaching activities are abundant and various and difficulty of language knowledge is rational.About half of students think their learning strategy application is improved after learning the textbooks,which has a positive effect on their learning.