基于Grant教材评价理念的初中英语教材生活化情境设计研究

A Study on the Life-Based Context Design of Junior High School English Textbooks Based on Grant’s Textbook Evaluation Philosophy

摘要: 初中英语教材生活化情境设计的好坏，会直接影响学生语言应用能力以及综合语言能力发展。研究系统梳理Grant教材评价理念的核心内涵，以其提出的目标导向性、学习者适配性、教学适配性评价理念为依据，以人教版、外研版、沪教版三套国内使用广泛的初中英语教材为研究对象，采用文献研究法、内容分析法、案例研究法，探究教材生活化情境设计现状、问题、优化途径。研究表明，目前教材的情境设计存在着贴合度不够、文化融合不足、能力指向不明的现象；根据Grant理念创建的“三维六指标”评价体系可以较好地对设计品质做出评判。研究结论可以给教材编写、修订以及教学实践提供理论依据和实践参考。

Abstract: The quality of life-oriented context design in junior high school English textbooks exerts a direct impact on students’ language application competence and comprehensive language development. Grounded in Grant’s textbook evaluation philosophy—namely goal orientation, learner adaptability and teaching adaptability—this study takes three widely-used junior high school English textbook series (PEP edition, FLTRP edition, and Shanghai Education edition) as research objects. Adopting literature review, content analysis and case study methods, this paper explores the current status, existing problems and optimization paths of life-oriented context design in textbooks. The findings reveal that current textbook context design generally suffers from insufficient relevance to real life, superficial cultural integration, and vague competence orientation. The “three-dimension, six-indicator” evaluation system derived from Grant’s philosophy can effectively assess the quality of context design. The conclusions can provide theoretical basis and practical references for textbook compilation, revision and teaching practice.