“产出导向法”理论框架下《国际人才英语教程》评价研究:教师视角  

Evaluating Going Global in the framework of POA:From teachers’perspective

作　　者：贾蕃 沈一新[1] JIA Fan;SHEN Yixin

机构地区：[1]西南交通大学外国语学院

出　　处：《外语教育研究前沿》2020年第3期19-26,90,91,共10页Foreign Language Education in China

基　　金：中国外语教材研究中心专项课题“POA大学英语教材评估模式构建研究”、第九批“中国外语教育基金”项目“依托Unicomm试题库共建项目的英语教师测评能力发展研究”(项目编号:ZGWYJYJJ2018A19)的成果。

摘　　要：本文基于“产出导向法”教材使用和评价理论框架,从教师视角评价《国际人才英语教程》的“产出目标恰当性”和“促成活动有效性”。研究收集了五名教师的半结构化访谈数据并对授课教师提供的相关教学材料进行了文本分析。研究发现:教材整体上较好地体现了“产出导向法”教材评价理念;教材具有较强的驱动手段、丰富的内容和情景,教学目标被细化为一系列子目标,教学目标之间逻辑性较强;同时,教材提供的输入材料精准对应产出目标,提供了多样化的促成活动。不足之处是,不同级别教材的难度虽逐步增大,但同一级别教材各单元之间的难度是否循序渐进仍有待考证;另外,教学目标的设定缺乏语言能力的培养,需要教师发挥主导作用,根据教学实际对教材内容进行补充和完善。Based on the theoretical framework of Production-oriented Approach for using and evaluating teaching materials,this paper aims to evaluate Going Global in terms of appropriate productive objectives and effective enabling activities from teachers’perspective.The study collected semi-structure interview data from five teachers and analyzed the relevant teaching materials provided by them.The results show that Going Global manifests the notion of the evaluation framework of POA teaching materials.Specifically,the textbook has strong driven method,rich content and context.Teaching objectives are classified into logical subobjectives.Meanwhile,the input materials accurately reflect output objectives,and the textbook provides diversified activities.One possible demerit lies in the lack of difficulty gradation in different units even though the whole series of textbooks clearly differ in difficulty degree.Therefore,teachers should adjust and complement textbook contents in the teaching practice.

关 键 词：“产出导向法” 教材评价 产出目标恰当性 促成活动有效性 《国际人才英语教程》 

分 类 号：H319[语言文字—英语]