教科书是课程目标的载体和课程内容的体现方式,在学校教育中发挥着重要的作用。教科书的设计和编写,都承载着一定的价值观念,在本质上不是"价值中立"的产物,而是一定阶级利益的代表和国家进行价值取向的中介,其所体现出来的...教科书是课程目标的载体和课程内容的体现方式,在学校教育中发挥着重要的作用。教科书的设计和编写,都承载着一定的价值观念,在本质上不是"价值中立"的产物,而是一定阶级利益的代表和国家进行价值取向的中介,其所体现出来的价值取向代表着社会主流阶级的课程导向。通过对教科书相关研究的梳理,选取人教版新目标初中英语教科书(Go For It)为研究对象,通过分析,总结出英语教科书在国际意识、能力为本、自我教育、人与自然、人际交往、生命与时间等方面所体现出来的价值取向,以期为英语教科书的研究提供理论与实践支持。展开更多
This paper reports how the polysemous word TAKE is treated in the junior high school textbooks in Japan and its semantic distributions. Also, it looks into the ways in which Japanese junior high school students actual...This paper reports how the polysemous word TAKE is treated in the junior high school textbooks in Japan and its semantic distributions. Also, it looks into the ways in which Japanese junior high school students actually use TAKE in their compositions and analyses its semantic distributions in their writings. This paper uses the BBC 500 Word essay compositions(BBC 500 words) to compare these compositions with the ones written by English native speakers. Comparing the different semantic distributions of the word TAKE in Japanese junior high school textbooks, Japanese students' compositions and BBC 500 words, it is clear that compositions in BBC 500 words have a better balance. This result suggests that the English native speaking children use TAKE to convey various meanings. Also the core meaning of TAKE is the highest among the three contexts under investigation. This paper suggests the textbooks should include many more various objects to enable students to learn to use them in various situations and the core meaning of TAKE should be presented in the textbooks more often. Furthermore, the semantic features of the polysemous words and their semiotic value in English should be introduced in the textbooks and taught in intentional ways.展开更多
文摘教科书是课程目标的载体和课程内容的体现方式,在学校教育中发挥着重要的作用。教科书的设计和编写,都承载着一定的价值观念,在本质上不是"价值中立"的产物,而是一定阶级利益的代表和国家进行价值取向的中介,其所体现出来的价值取向代表着社会主流阶级的课程导向。通过对教科书相关研究的梳理,选取人教版新目标初中英语教科书(Go For It)为研究对象,通过分析,总结出英语教科书在国际意识、能力为本、自我教育、人与自然、人际交往、生命与时间等方面所体现出来的价值取向,以期为英语教科书的研究提供理论与实践支持。
文摘This paper reports how the polysemous word TAKE is treated in the junior high school textbooks in Japan and its semantic distributions. Also, it looks into the ways in which Japanese junior high school students actually use TAKE in their compositions and analyses its semantic distributions in their writings. This paper uses the BBC 500 Word essay compositions(BBC 500 words) to compare these compositions with the ones written by English native speakers. Comparing the different semantic distributions of the word TAKE in Japanese junior high school textbooks, Japanese students' compositions and BBC 500 words, it is clear that compositions in BBC 500 words have a better balance. This result suggests that the English native speaking children use TAKE to convey various meanings. Also the core meaning of TAKE is the highest among the three contexts under investigation. This paper suggests the textbooks should include many more various objects to enable students to learn to use them in various situations and the core meaning of TAKE should be presented in the textbooks more often. Furthermore, the semantic features of the polysemous words and their semiotic value in English should be introduced in the textbooks and taught in intentional ways.
