| The teaching material plays a vital role in the cultivation of students’ correct value orientations.This paper studies value orientations in Advance with English through following questions:1.In value orientations of Advance with English,what are the overall features in each dimension and basic value orientation?2.What are the differences among modules and between texts("Reading" texts and "Project" texts)?3.In light of the English Curriculum Standard(2017),what are the weaknesses of Advance with English in presenting value orientations?And what’s the cause?This paper takes the Schwartz’s Value Orientation Theory(2012)as the theoretical framework and Modules 1-8 in Advance with English as the material.Through data analysis and content analysis,some results are drawn as follows:1.General features:1)The overall distribution of 4 value orientation dimensions in Advance with English is uneven,with the "Self-Protection versus Growth","Conservation versus Openness to Change","Personal Focus versus Social Focus" and"Self-Enhancement versus Self-Transcendence" accounting for 34%,31%,21.2%and 13.8%respectively.In "Conservation versus Openness to Change" dimension,the percentages of "Conservation" and "Openness to Change" are almost similar,whereas the rest three value orientation dimensions emphasize more on "Growth","Social Focus" and "Self-Enhancement".2)The overall distribution of 19 basic value orientations is also uneven.The Top Five are "Benevolence-Caring"(12.9%),"Stimulation"(11.7%),"Self-Direction-Thought"(8.6%),"Self-Direction-Action"(7.0%),and "Conformity-Interpersonal"(6.6%);the Last Five are "Power-Resources"(3.5%),"Humility"(3.1%),"Face",(2.30%),"Universalism-Nature"(1.6%)and "Power-Dominance"(0.4%).2.Features of value orientations among modules:1)From Modules 1-4 to Modules 5-8,the percentages of such second-level dimensions as "Conservation","Self-Enhancement","Self-Protection" and "Personal Focus" decrease while the percentages of "Openness to Change","Self-Transcendence","Growth" and "Social Focus" increase.2)There are three tendencies in the 19 basic value orientations in Modules 1-8:the percentages of "Security-Societal","Tradition","Humility","Benevolence-Dependability","Universalism-Concern","Universalism-Nature" and"Universalism-Tolerance" rise;the percentages of "Power-Dominance","Face" and"Security-Personal" decrease;the percentages of "Stimulation","Hedonism",“Self-Direction-Thought","Achievement"-"Self-Direction-Action",“Conformity-Interpersonal","Conformity-Rules",and "Power-Resources" have no obvious differences among the modules.3.Features of value orientations between the two types of texts:1)The proportions of the second-level dimensions in "Reading"text and "Project" text in each module are similar;the proportions of the second-level dimensions in "Reading" texts are slightly higher than in "Project" texts in all modules.2)Whether in each module or all modules,no obvious difference exists between the proportions of the 19 basic value orientations in "Reading" text and "Project" text.4.Weaknesses in presenting the value orientations:1)the proportion of second-level dimension "Conservation" accounts too much;2)the number of "Self-Enhancement versus Self-Transcendence”dimension is insufficient;3)in the 19 basic value orientations,value orientations are most western and Chinese culture is inadequate.The main reasons include the subjectivity of the teaching materials developer,the version of the teaching material not keeping pace with the latest English Curriculum Standard in senior high school,and insufficient emphasis on the value orientations in NEMT syllabus. |
