The Alignment Between English Textbooks,Speaking Teaching,Test And Curriculum Standard In Senior Middle School: A Case Study

The general high school English Curriculum Standard(Experimental version),published by the Ministry of education of China in 2003,which has an important impact on the English Teaching in China.It is an official document guiding the English education in high school in China.It has the corresponding standards and suggestions for the teaching of teachers,the compilation of teaching materials and the test.Spoken English as an important part of language comprehensive ability,how to conduct spoken English teaching,textbook compilation and speaking test based on curriculum standard is worth studying.This dissertation is to study the alignment between spoken English teaching,textbook,test and curriculum standard.On the basis of reviewing and summarizing the current research,the author took a case study and chosen an English teaching class and the teaching material that was used by the class and the speaking test as the research objects.Through literature research method,classroom observation method,and case analysis method to analyze the alignment between speaking English teaching,textbooks,test and curriculum standard.For different research subjects,author adopted different dimension to analyze its alignment with curriculum standards.The conclusions of this dissertation are as follows:(1)The teacher’s teaching of speaking language skills,the development of spoken language activities and the use of curriculum resources can basically be conducted in accordance with the requirements of the curriculum standard,but there are still inconsistent.Teachers’ training of spoken language skills required by the curriculum standard is not comprehensive enough,and the development of teaching activities and the use of curriculum resources are relatively unitary;(2)The alignment of the topic settings of each unit of the textbook and the curriculum standard is relatively high.However,the setting of the activity types in the textbooks is not comprehensive,Lacks of reflective activity,survey and interview activities and thinking training activities there are few types of test methods for oral teaching exercises in textbook;the testing points are relatively unitary.(3)The degree ofalignment between the test and the "course standard" is relatively low.There are too few test points,and the test method is relatively simple.The evaluation content is not comprehensive enough,Lacks of assessing student’s spoken word appropriateness,behavioral performance,etc.It is difficult to assess the spoken language ability of students comprehensively.In response to the above conclusions,the author puts forward the following suggestions:(1)Teachers should more strictly follow the requirements of the curriculum standard to develop students’ speaking skills.They should carry out various forms of spoken language teaching activities to more effectively cultivate students’ s expression skills;meanwhile,the use of curriculum resources should be used more abundant.(2)The teaching materials should be provided with various types of teaching activities,especially reflection activities and thinking training activities;the exercises of the teaching materials should be more comprehensive in terms of test points and test methods.(3)The methods and points of oral test should be more diversified and more effective in assessing students’ speaking ability.