本书是“卓越教师教育精品丛书·学科课程标准与教材分析系列”中的一本，是为适应教师专业化的要求和培养高素质的英语教师而编写的。全书由八章构成，分别是Curriculum，Syllabus and Textbook in English Teaching; Curriculum and Curriculum Standards; Case Studies of English Curriculum Standards;Course Syllabus; Case Studies of English Course Syllabuses; Evaluating a Textbook; Adapting a Textbook; Case Studies of Evaluating and Adapting a Textbook。
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目录
Contents Preface Chapter1 Curriculum, Syllabus and Textbook in English Teaching 1 1.1 How are curriculum and syllabus defined in general education 1 1.2 How are curriculum and syllabus defined in language education 2 1.3 What's the role of textbooks 4 1.4 How should teachers mediate the relationships among curriculum, syllabus and textbook 5 Chapter2 Curriculum and Curriculum Standards 8 2.1 How is curriculum defined 8 2.2 What are involved in a curriculum 10 2.3 What are the major types of curriculum 11 2.4 What are the purposes of curriculum standards 13 2.5 How can implementation gap in curriculum reform be addressed 16 Chapter3 Case Studies of English Curriculum Standards 19 3.1 English curriculum reforms in China 19 3.2 English curriculum standards in Singapore 30 3.3 Concluding remarks 41 Chapter4 Course Syllabus 44 4.1 Definitions of syllabus 44 4.2 Functions of syllabus 45 4.3 Types of syllabus 46 4.4 Designing syllabus 58 4.5 Concluding remarks 64 Chapter5 Case Studies of English Course Syllabuses 68 5.1 A case study of national English course syllabus 68 5.2 Case studies of teacher-made syllabuses 70 Chapter6 Evaluating a Textbook 80 6.1 What are the purposes of using textbooks 80 6.2 How to evaluate textbooks 84 6.3 Concluding remarks 95 Chapter7 Adapting a Textbook 97 7.1 Why is it necessary to adapt a textbook 97 7.2 Principles for textbook adaptation 99 7.3 Techniques for textbook adaptation 100 7.4 Techniques for using supplementary materials 103 7.5 Areas for textbook adaptation 104 7.6 Sample textbook adaptation activities 106 7.7 Concluding remarks 108 Chapter8 Case Studies of Evaluating and Adapting a Textbook 110 8.1 New Senior English Curriculum and New Senior English 110 8.2 Pointers for evaluation and adaptation of textbooks 123 8.3 Concluding remarks 153 References 154 Tables and Figures Tables Table2.1 Wilson's Categorization of Curriculum 12 Table2.2 Phases of Decentralized Curriculum Development(Adapted from Mckimm,2007) 17 Table3.1 English Proficiency Standards in the2001 English Curriculum Standards 25 Table3.2 Descriptors for Each Level of Competence 27 Table5.1 Sample of National English Course Syllabus 69 Table8.1 Syllabus for Book2,Go for It, Grade 7 126 Table8.2 Tasks in Section A 128 Table8.3 Tasks in Section B 129 Table8.4 Cultural Awareness in Module1 to5 135 Figures Figure3.1 Five Component areas of English Learning in the 2001 Curriculum Standards 24 Figure8.1 Five-component Curriculum Goals Mandated in the New Curriculum Standards 112
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