高中英语教材中的阅读问题的比较研究

TABLE OF CONTENTS

ABSTRACT (vi)

摘要 (viii)

CHAPTER ONE INTRODUCTION (1)

1.1Research Background (1)

1.1.1The New Demands and Requirements for Learners (1)

1.1.2The Importance of Textbooks and Reading Questions to Learners’

Development (2)

1.2Research Purpose and Significance (3)

1.2.1Research Purpose (3)

1.2.2Research Significance (3)

1.3Layout of the Dissertation (4)

CHAPTER TWO LITERATURE REVIEW (5)

2.1Textbook Analysis and Evaluation (6)

2.1.1Definition of the Textbook (6)

2.1.2Importance of the Textbook (7)

2.1.3Researches on Textbook Analysis and Evaluation Abroad (7)

2.1.4Researches on Textbook Analysis and Evaluation at Home (10)

2.2Reading Questions in the Textbook (11)

2.2.1Definition of the Question (12)

2.2.2Classification of Questions (12)

2.2.3Empirical Researches on Reading Questions in Textbook (14)

2.3Dimensions in Reading Questions’Analysis (15)

2.3.1National Curriculum for Senior High School ELT and Questions (15)

2.3.2Taxonomy of Cognitive Process and Questions (16)

CHAPTER THREE RESEARCH METHODOLOGY (22)

3.1Research Questions (23)

3.2Research Objects:Senior High School Textbook1of NSEC and

Solutions--Intermediate(2nd Edition) (23)

3.2.1New Senior English for China Student’s Book1 (23)

3.2.2Solutions---Intermediate Student’s Book2nd Edition (26)

3.2.3The Comparability between NSEC Student’s Book1and Solutions:

Intermediate Student’s Book (28)

3.3Research Instruments (30)

3.4Research Procedure (32)

3.4.1Data collection (33)

3.4.2Data Analysis (33)

3.4.3Findings and Discussion (39)

CHAPTER FOUR DATA ANALYSIS (39)

4.1Comparison on Question Quantity (40)

4.1.1NSEC Textbook’s Question Quantity in Each Unit (40)

4.1.2Solutions Textbook’s Question Quantity in Each Unit (41)

4.1.3Comparison on Differences of Questions between Two Textbooks (41)

4.2Comparison on Questions’Functions (42)

4.3Comparison on Reading Skills Contained in Questions (43)

4.3.1Differences in Reading Skills Contained in NSEC Questions (44)

4.3.2Differences in Reading Skills Contained in Solutions Questions (45)

4.3.3Differences between Reading Skills Contained in NSEC&Solutions

Questions (47)

4.4Comparison on Thinking Skills Contained in Questions (48)

4.4.1Differences in Thinking skills Contained in NSEC Questions (48)

4.4.2Differences in Thinking skills Contained in Solutions Questions (52)

4.4.3Differences between Thinking Skills Contained in NSEC&Solutions

Questions (55)

CHAPTER FIVE CONCLUSION (4)

5.1Research Findings (5)

5.2Implications for the Designers of Textbooks (6)

5.3Implications for EFL Learners (8)

5.4Implications for English Teachers (10)

5.5Limitations (11)

5.6Suggestions for Future Study (12)

REFERENCES (13)

中文参考文献 (16)

APPENDICES (18)

Appendix I Questions in NSEC New Senior English for China (19)

Student’s Book1 (19)

Appendix II Questions in Solutions Intermediate Student’s Book (21)

ACKNOWLEDGEMENTS (26)

Table2-1:Revised Bloom's Taxonomy of Cognitive Domain(Anderson,L.W. &krathwohl,D.R.2001) (17)

Table2-2:Marzano’s New Taxonomy of Cognitive Domain (20)

Table2-3:Hauenstein's Taxonomy of Cognitive Domain (21)

Table3-1:NSEC:article length (29)

Table3-2:Solutions:article length (29)

Table3-3:Similarities between NSEC&Solutions (29)

Table3-4:Question classification (30)

Table3-5:New Taxonomy (31)

Table3-6:Question type (34)

Table3-7:Reading skills (35)

Table3-8:Thinking skills (37)

Table4-1:Question quantity of two textbooks (40)

Table4-2:NSEC:the number of questions per unit (40)

Table4-3:Solutions:the number of question per unit (41)

Table4-4:NSEC:quantity of questions'functions (42)

Table4-5:Solutions:quantity of questions'functions (43)

Table4-6:NSEC textbook:amount of reading skills in questions (44)

Table4-7:Solutions:amount of reading skills in questions (45)

Table4-8:NSEC:quantity of thinking skills at different cognitive levels (48)

Table4-9:Solutions:quantity of thinking skills at different cognitive levels (48)

Figure2-1:Revised Bloom's Taxonomy of Cognitive Domain(Anderson,L.W.& Krathwohl,D.R.2001) (18)

Figure2-2:Hauenstein's systematic circle (21)

Figure3-1:Contents of NSEC Book1(1) (24)

Figure3-2:Contents of NSEC:Book1(2) (25)

Figure3-3:Contents of Sonlutions(1) (27)

Figure3-4:Contents of Solutions(2) (28)

Figure4-1:NSEC&Solutions:comparison of quantity of reading questions (41)

Figure4-2:NSEC:proportion of each type question (42)

Figure4-3:Solutions:proportion of each type question (43)

Figure4-4:NSEC:percentage of reading skills in reading questions (47)

Figure4-5:Solutions:percentage of reading skills in reading questions (47)

Figure4-6:NSEC:thinking skills in LCQ (49)

Figure4-7:NSEC:thinking skills in RoQ (49)

Figure4-8:NSEC:thinking skills in RQ (50)

Figure4-9:NSEC:thinking skills in AQ (51)

Figure4-10:NSEC:thinking skills in ErQ (51)

Figure4-11:Solutions:thinking skills in LCQ (52)

Figure4-12:Solutions:thinking skills in RoQ (53)

Figure4-13:Solutions:thinking skills in RQ (53)

Figure4-14:Solutions:thinking skills in AQ (54)

Figure4-16:NSEC:percentage of thinking skills (3)

Figure4-17:Solutions:percentage of thinking skills (3)