【作者】 马睿颖；

【导师】 林大津；

【作者基本信息】 福建师范大学 ， 英语语言文学， 2012， 博士

【摘要】 本文排比分析了20世纪60年代至21世纪初我国九套大学英语专业(以下简称“英语专业”)主导教材,包括许国璋主编的《英语》、张汉熙主编的《高级英语》、胡文仲主编的《大学英语教程》、李观仪主编的《新编英语教程》、李筱菊主编的《交际英语教程：核心课程》、黄源深主编的《综合英语教程》、杨立民主编的《现代大学英语精读》、何兆熊主编的《综合教程》以及何其莘和童明编著的《文化透视英语教程》等教材的初版及修订版,其内容涉及教材的编写依据,编写理念,编写体例,课文主题以及教辅配套材料。通过对50年来各个不同历史阶段主导教材的分析研究,笔者发现：英语教育思想和观念随着社会政治的变迁而转变,主要体现于以下诸方面：第一,从单纯传播语言知识到注重发展语言技能和交际能力的转变。第二,从以教师为中心到以学生为中心的转变。第三,从以单词、句子教学为中心向注重语义、语篇教学的转变。第四,从学生被动接收知识向培养学生独立自主学习与合作学习能力的转变。第五,从强调学习结果到重视学习过程的转变。对这九套教材全方位的详析与对比揭示出一种突出的发展走向：我国英语专业精读教材(包括改称为“综合英语”的教材)精读性质逐渐淡化,综合性质大大加强。这是由于改革开放不断深入,我国外语界引进并深受外国先进的外语教学理念的影响,也是我国改革开放不断深入的需要。本课题研究有以下意义：一是通过梳理,可以了解各教材编写者的语言观；二是通过梳理,可以了解各教材编写者的外语学习观；三是通过梳理,可以了解各教材与其社会文化的相关性；四是通过梳理,可以帮助学习者更有效的选择教材,让教材更好地发挥作用。论文就英语专业精读教材的编写原则、教材评估理论以及从精读到综合英语的理想化追求与现实矛盾等三个方面理清我国英语专业主导教材的发展走向并提出建议。更多还原

【Abstract】 The present study takes it upon itself to compare nine key coursebooks on Intensive or Integrated English for English majors including their revised editions published in the1960s up to the early21st century. Among them are English by Xu Guozhang, Advanced English by Zhang Hanxi, College English by Hu Wenzhong, A New English Course by Li Guanyi, Communicative English For Chinese Learners by Li Xiaoju, An Integrated Skills of English by Huang Yuanshen, Contemporary College English Intensive Reading by Yang Limin, An Integrated English Course by He Zhaoxiong and English Through Culture by He Qixin and Tong Ming. A comparative study of these textbooks is made mainly in terms of their theoretical basis, their underlying ideas concerning English teaching and learning, their structure, topics in the texts and their supplementary materials.Our comparative study of these books and materials published over the past50years reveals that the ideas of English instruction have been changing with the socio-political transitions in China and the world with the following characteristics:1) a shift from the dissemination of mere language knowledge to the cultivation of language skills and communicative competence;2) a shift from teacher-centered teaching to student-centered exploration;3) a shift from focus on words and sentences to emphasis on meaning and discourse;4) a shift from students passively receiving knowledge to students working independently and cooperatively.Our comprehensive analysis and comparison of the nine teaching materials reveal a very prominent development:with the "intensive" nature of these coursebooks fading, the "integrated" nature has been fore-grounded. This development indicates the on-going reform and open policy in China and the introduction of advanced foreign language teaching ideas. The significance of this research project can be summarized as follows:1) to understand the differing views on language by different coursebook writers;2) to understand the different ideas of foreign language education;3) to explicate the relation between the said coursebooks and their socio-cultural environment;4) to help learners select textbooks to meet their own needs and thus to bring the selected textbooks into full play. The present research, therefore, attempts to propose the writer’s prediction from the perspective of the postmethod era of English coursebook development and improvement for "Intensive" or "Integrated" English courses on the basis of the principles of designing such coursebooks, coursebook evaluation theory and the conflicts between idealized aims set in coursebooks and the realities in which these coursebooks are put to use.更多还原