An Evaluation Of Learning Strategy Design In Junior High School English(Yilin Edition)

Under the guidance of the policy “One Standard,Multiple Versions of Textbook.”,primary and secondary schools all over the country have chosen different versions of English teaching materials for teaching under the guidance of Compulsory Education English Curriculum Standards(2011 version).Textbook evaluation is a necessary part of the process of selecting materials and adapting them in the course of use.Qualified teaching material should meet the requirements that the curriculum standards made.Learning strategy is one of the curriculum goals of CEECS(2011 version).It plays an essential role in forming scientific and effective learning habits and cultivating autonomous learning.In recent years,English(Yilin Edition)has been introduced to junior high schools in some cities in Guangxi Zhuang Autonomous Region,causing mixed opinions among users.Therefore,this thesis aims to analyze and evaluate the learning strategy design of junior high school English(Yilin Edition)and to make suggestions to help users adjust their use of the textbook with a view to improving students’ learning efficiency,as well as to provide suggestions for future textbook development.Here,the author raises three research questions:(1)To what extent does the learning strategy design in junior high school English(Yilin Edition)cover the level 5 objectives of learning strategies in CEECS(2011version)?(2)How is the distribution of learning strategy design in junior high school English(Yilin Edition)?(3)To what extent do the learning strategy design in junior high school English(Yilin Edition)meet the needs of teachers and students?Based on the textbook analysis principles proposed by Cheng Xiaotang(2002),the research takes the four categories of learning strategies in the CEECS(2011 version)as the dimensions of textbook evaluation,including cognitive strategies,regulating strategies,communicative strategies,and resource strategies,and conducts internal and external evaluation on the textbooks.The internal evaluation takes junior high school English(Yilin Edition)as a research subject and uses a self-built corpus to retrieve and analyze the text.Two hundred and ten junior high students and six junior high school English teachers participate in the external evaluation with questionnaires and interviews.Through the research,the research findings are drawn as follows:Firstly,the author finds that the textbook’s learning strategy design has implanted cognitive strategies,regulating strategies,communication strategies,and resource strategies in the internal evaluation.However,it does not cover all the specific strategies of these four categories of learning strategy.All the resource strategies of curriculum standards are reflected in the textbooks,with the cognitive strategies covered incompletely and secondarily.The regulating strategies and communication strategies are the least.Meanwhile,learning strategies in the textbook are not evenly distributed.The textbook focuses on the cultivation of cognitive strategies,while the other strategies are less distributed.The learning strategy design is also reflected in every part of textbooks,but it is unevenly distributed.Moreover,the number of implicit strategies in the textbooks’ learning strategy design is much greater than that of explicit strategies.Secondly,teachers and students have a positive attitude towards the design of cognitive strategies in textbooks,but the remaining types of learning strategies are more neglected and rarely mentioned.Meanwhile,both teachers and students agree that the explicit strategies in Study Skills can play an influential role in English learning.However,they expressed that even though the Self-assessment part contains explicit regulation design strategies,it is not suitable for their learning needs.Based on these findings,the author makes suggestions to textbook compilers,teachers: The compilers should consider adding explicit learning strategy design and adjusting regulation strategy design.Teachers should dig deeper into the design of implicit strategies in textbooks and properly supplement the training of regulating,communicative,and resource strategies.The study shows that there is still room for improvement in the learning strategy design of junior high school English(Yilin Edition),especially for regulating and communicative strategy design and implicit and explicit strategy design.By analyzing the learning strategy design of textbooks,the research hopes to provide suggestions for compiling textbooks and provide countermeasures for users.