| From the perspective of developing Chinese students’ core literacy,this study analyzes the the reading text of the PEP junior high school English textbook,and studies the embodiment and distribution of the core literacy elements in the reading text from the three levels of cultural foundation,self-development and social participation,and six categories of humanistic connotation,scientific spirit,learning to learn,healthy life,responsibility and practical innovation.In addition,the use of teaching materials by users was investigated and analyzed through questionnaires and interviews.The research focuses on the following issues:(1)How does the reading text of PEP junior high school English textbook reflect the three levels of core literacy?(2)What is the distribution of the six categories of core literacy in the reading text of PEP junior high school English textbook?(3)How do textbook users integrate reading text with core literacy during the teaching process?This study mainly adopts the methods of literature analysis,text analysis and investigation.Taking the ninth grade PEP English textbook as an example,it analyzes the three levels of core literacy in the reading text and the percentage of core literacy elements in the six categories under its level,as well as the embodiment in the textbook.A questionnaire survey was conducted among 99 of grade 9 students who used the textbooks in a middle school in Meishan and an interview survey was conducted among 3 teachers.The following conclusions are drawn:(1)The core literacy elements in the reading text of PEP junior high school English textbook are widely reflected.The three levels of cultural foundation,self-development and social participation are all embodied.These quality points meet the requirements of cultivating socialist builders and successors with all-round development of morality,intelligence,physique,beauty and labor,and fully implement the fundamental task of core literacy education and discipline education.(2)The core literacy of six categories,namely,humanistic connotation,scientific spirit,learning to learn,healthy life,responsibility and practical innovation,are unevenly distributed in the reading text of the textbook.In terms of cultivating the cultural foundation of middle school students,the proportion of humanistic connotation in textbook is 20.41%,while the proportion of scientific spirit is 6.12%.In terms of cultivating students’ self-development,the proportion of healthy life in textbook is 24.49%,and the proportion of learning to learn is14.29%.The proportion of responsibility in cultivating students’ social participation in textbook is 24.49%,while the proportion of practical innovation is only 10.20%.(3)Through the investigation of the use of teaching materials,it is found that for students,they can adapt to the reading text of the textbook as a whole.By learning the reading text in the textbook,students believe that their cultural foundation,self-development and social participation consciousness have been improved.For teachers,they generally have the awareness of core literacy,but the theoretical understanding of core literacy is not clear enough,and it needs further improvement in integrating core literacy into subject teaching class.According to the above contents,this study puts forward the following suggestions: for textbook compilers,they should choose more articles to cultivate students’ scientific spirit,practical innovation and learning to learn,and scientifically layout the core literacy points to adapt to students’ cognitive development.For teachers,they should strengthen the awareness and theoretical study of core literacy,fully tap the core literacy elements in textbook,and pay attention to the combination of subject teaching and subject education.For students,when learning the reading text in the textbook,they should read repeatedly,pay attention to the theme of the articles,understand the articles from multiple perspectives,and improve their core literacy awareness. |
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