英语学科核心素养下的初中英语教材分析——以“We Are Family”为例

An Analysis of Junior High School English Textbooks Based on Core Competencies of English Subject—Taking “We Are Family” as an Example

摘要: 《义务教育英语课程标准(2022年版)》明确提出以核心素养为统领的课程理念，教材作为课程实施的核心载体，其设计与内容编排直接影响核心素养培养目标的落地。本文以新人教版初中英语“We Are Family”为研究对象，基于程晓堂等学者的核心素养理论框架，从教材结构、学情特征、教学目标与核心素养对接、教学重难点、教学方法及教学反思六个维度展开微观分析。研究发现，该单元以“家庭”主题为纽带，通过多元化语篇与阶梯式活动设计，在语言能力培养上形成完整体系，同时兼顾文化意识、思维品质与学习能力的协同发展，但在思维训练深度与差异化设计上仍有优化空间。本文的分析可为初中英语教师开展素养导向的单元教学提供实践参考，也为教材编写的完善提供实证依据。

Abstract: “Compulsory Education English Curriculum Standards (2022 Edition)” clearly puts forward the curriculum concept guided by core literacy. Textbooks are the core carrier of curriculum implementation, and their design and content arrangement directly affect the implementation of core literacy training goals. This paper takes “We Are Family” of junior high school English for New PEP Edition as the research object, based on the core literacy theoretical framework of Cheng Xiaotang and other scholars, from the perspective of textbook structure, learning characteristics, teaching goals and core literacy docking, teaching key and difficult points, teaching methods and teaching reflection six dimensions to carry out micro-analysis. The study found that the unit takes the theme of “family” as the link, and forms a complete system in language ability training through diversified discourse and step-by-step activity design, while taking into account the coordinated development of cultural awareness, thinking quality and learning ability, but in thinking, there is still room for optimization in training depth and differentiated design. The analysis of this paper can provide practical reference for junior high school English teachers to carry out literacy-oriented unit teaching, and also provide empirical basis for the improvement of textbook compilation.