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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2020-12-18编辑:vicky点击率:4307
论文字数:论文编号:org202012151114071317语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇初中英语教学论文,本研究以悉尼学派体裁理论为基础,以人民教育出版社(PEP)的新版《加油!英语在中国被广泛使用。
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2.2 Textbooks
Recent research on textbooks has been highly valued by scholars at home and abroad. In China, since the promulgation and implementation of the new curriculum standard, the issue of English textbooks as the core of the curriculum has gradually highlighted its important position. Textbooks provide students with reading resources in different genres and provide teachers with the basis for teaching. It is necessary for us to conduct research and analysis on teaching materials, and to better guide teachers through a study of textbooks.
2.2.1 Definition of Textbooks
Teaching material refers to all teaching materials used by teachers and students in and out of classroom, including textbooks, exercise books, supplementary materials, tutor materials, etc. (Cheng, 2002). Textbooks are the teaching materials in a narrow sense. They are written following the requirements of the curriculum standards and the needs of development of students. “Textbooks are the core teaching materials of a course” (Cheng, 2002), which are common social experience that has been specially standardized and organized. It is viewed as a material selected from a certain social culture. This study will use “textbook” for the certainty of research material and convenience. According to the users, textbooks can be divided into three categories: primary, secondary, and higher educational textbooks.
The English textbooks in this research are PEP’s new version --- Go for it! in 2012. Some researchers have analyzed the textbooks and found that the 2012 edition of Go for it! in Junior high are rich in content, covering a wide range of knowledge and vivid images, giving students a new visual experience, allowing students to absorb knowledge while also paying attention to the improvement of comprehensive quality is a textbook that enables students to learn and apply what they have learned (Liang & Jiang, 2007).
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Chapter 3 Theoretical Framework ................................... 15
3.1 Genre Analysis in Sydney School ...................................... 15
3.1.1 Social Purpose ................................... 15
3.1.2 Schematic Structure ............................. 16
Chapter 4 Research Design ................................... 27
4.1 Research Questions ............................ 27
4.2 Corpus Description ................................... 27
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