| As an important resource in the high school English curriculum,high school English textbooks guide the teaching of teachers and the learning of students.With the advancement of English basic education reform,English textbooks are accordingly undergoing improvement.the English Curriculum Criteria for Regular High School of 2017 edition 2020 revision(ECCRHS(revised 2020))emphasizes a close integration of the six elements of curriculum content.This paper aims to discover if there are any deviations between New Senior English for China(NSEC(2019))and the ECCRHS(revised2020)and whether NSEC(2019)satisfies students’ and teachers’ needs successfully.Research questions are as follows.1.How are the six elements of course content presented in the listening content of the compulsory textbook of NSEC(2019)? 2.Does the listening content of NSEC(2019)compulsory textbooks meet the requirements of second language acquisition theories such as input hypothesis and schema theory? 3.What are the general evaluation of teachers and students on the listening content of ?To investigate the above research questions,this study used Professor Cheng Xiaotang’s and Cunningsworth’s Systematic Evaluation to analyze the NSEC(2019)from both internal and external aspects,using the ECCRHS(revised 2020)as the standard.Data were collected through text analysis,questionnaires and interviews and analyzed with software of SPSSAU and Excel.The internal evaluation of six elements found that NSEC(2019)covers the requirements of ECCRHS(revised 2020)quite satisfactorily.As for the second language acquisition theory,the difficulty of the listening corpus advances in waves and the speed of speech moves from slow to fast,which is consistent with the input hypothesis theory.In terms of schema theory,the pre-listening activities are designed to fully activate students’ original schemes based on the corresponding thematic contexts.While-listening activities are rich and varied and gradually increase in difficulty from Compulsory 1 to Compulsory 3,and the post-listening activities are mainly output-based expressions.It deploys a wild variety of tasks and exercises required in ECCRHS(revised 2020),while the fixed presentation manner should be improved with more flexibility and originality.The External evaluation found that teachers and students agreed that the materials could basically meet their needs.Most students and teachers hold a positive attitude.However,students felt that the selection of topics in the materials could be kept up to date,and also felt that the design of the listening section of the materials did not do well in helping students preview and review.Teachers also think that the design of textbook activities is not in line with the actual teaching situation.The varied listening activities and real and interesting topic context are not popular.The phonics knowledge section of the textbook is not well utilized either.Finally,based on the characteristics of the listening design and the feedback from the users,suggestions are made in two aspects,with a view to providing assistance for the future development of the textbook and its rational use by teachers.When teachers use textbooks,they should supplement textbooks and widen their horizons,integrate textbooks and flexibly use textbooks.In the compilation of textbooks,we should enrich the types of listening texts,make cultural choices more diversified and open,add audio scripts,and balance the needs of test taking and ability training. |
