新旧译林版初中英语教材生态内容呈现比较研究——以七年级为例

A Comparative Study of the Presentation of Ecological Content in Old and New Yilin Edition Junior High School English Textbooks—A Case Study of Grade Seven

摘要: 生态议题是新时代教育的重要议题，英语教材作为课程理念落地的核心载体，其生态内容的呈现方式直接影响学生生态价值观的形成。本研究以2012版与2024版译林版七年级上下册英语教材为对象，基于Stibbe的生态话语分类框架与Roth的生态素养层级理论，采用文本分析法，从生态话语类型、生态素养层级及呈现形式三个维度，系统比较两版教材在生态内容呈现上的特征与差异。新教材生态内容在总量和分布上有提升，生态内容总量较旧版提升约51.9%，主题编排更具有集中性。在话语取向上，新教材的促进型话语占比由85.2%提升至97.6%，生态价值立场更加鲜明。在素养层级上，新教材从旧版以知识认知为主，转向情感态度与行为参与的显著增长，呈现从“知道自然”到“感受自然、保护自然”的趋势。呈现方式上显性占比由75.0%增至81.0%，生态主题从“碎片化渗透”走向“主题化引领”。基于上述发现，本研究提出了针对性的教学建议，以期为促进初中英语生态教学实践提供参考。

Abstract: The construction of ecological has become a crucial educational issue in the new era. As the core vehicle for implementing curriculum objectives, English textbooks’ presentation of ecological content directly shapes students’ formation of ecological values. This study takes the seventh-grade textbooks (Volumes 1 and 2) of the 2012 and 2024 Yilin editions as its research objects. Drawing on Stibbe’s ecological discourse classification framework and Roth’s hierarchical model of ecological literacy, and employing textual analysis, this study systematically compares the characteristics and differences in the presentation of ecological content across three dimensions: ecological discourse types, levels of ecological literacy, and forms of presentation. The findings reveal that the new textbook shows significant improvements in both the total amount and distribution of ecological content, with an overall increase of approximately 51.9% compared to the old edition, and a more concentrated thematic arrangement. In terms of discourse orientation, the proportion of beneficial discourse in the new textbook rises from 85.2% to 97.6%, indicating a more explicit ecological value stance. Regarding literacy levels, the new textbook shifts from the old edition’s primary focus on knowledge cognition to a marked growth in emotional attitudes and behavioral participation, reflecting a trend from “knowing nature” to “feeling nature” and “protecting nature”. In presentation forms, the proportion of explicit presentation increases from 75.0% to 81.0%, and the ecological themes evolve from “fragmented infiltration” to “theme-oriented guidance”. Based on these findings, this study proposes targeted pedagogical recommendations, aiming to provide references for promoting ecological teaching practices in junior high school English education.