The Research On The Cohesion Of Language Knowledge In Primary School And Junior Middle School English Textbooks Published By Shanghai Education Edition

Textbooks are the carrier of English education,and language knowledge in textbooks is the basis of developing language skills,including pronunciation knowledge,vocabulary knowledge,grammar knowledge,discourse knowledge,pragmatic knowledge.This paper takes the language knowledge of English textbooks for grade six and grade seven of the Shanghai Education Edition as the research object,and aims to grasp the actual connection of language knowledge in the transition stage through static text analysis and dynamic questionnaire data survey,with a view to improving the quality of textbook compilation,promoting the smooth acceptance of language knowledge in English textbooks for primary school and junior middle school.Based on the English Curriculum Standards for Compulsory Education Stage(2022 Version),this paper takes Piaget’s cognitive development stage theory and Krashen’s input hypothesis theory as the research basis.On the one hand,using the text analysis method,based on the statistics and arrangement of the specific content of each part of the language knowledge in English textbooks,the paper analyzes the cohesion of the language knowledge in the text of the transition stage between primary school and junior middle school.On the other hand,teacher questionnaire and student questionnaire are prepared according to the grading requirements of the language knowledge content in the English Curriculum Standards for Compulsory Education Stage(2022 Version)and the Grant Textbook Evaluation Form.Surveying teachers’ and students’ satisfaction with the cohesion of language knowledge between primary school and junior middle school English textbooks published by Shanghai Education Edition,and summarize the current situation of cohesion on this basis.The study found that teachers and students are generally satisfied with this version of the textbook as a whole.However,in the transitional period of primary school and junior middle school,there are still obvious problems of cohesion in textbook language knowledge.Through text analysis,there are different ways of auxiliary pronunciation in textbooks of grade six and grade seven;The number of memorized words and new words beyond the curriculum standard in grade seven are large,and the repetition rate of words in grade seven is low;There is an obvious gap between the amount of grammar input and the difficulty of content;The proportion of different discourse types is unbalanced;The results of the questionnaire show that students and teachers agree that there are cohesion problems in the phonetic alphabet learning,the number of memorized words,the number of grammatical points and the new grammatical difficulty in this version of English textbook.At the same time,we should also pay attention to the genre type and content expression of the text.In addition,grade seven students said that there was a gap between the choice of text materials and the actual life,and they had problems in using English knowledge flexibly in different situations.Therefore,this paper puts forward the following suggestions for improvement:For textbook writers,pay attention to the transition and guidance of phonetic spelling learning;Control the total amount of vocabulary and increase the recurrence rate of core vocabulary;Pay attention to the correlation between old and new grammar,and expand grammar practice in a circular manner;Enrich the range of genre choices for different discourse types;According to the subject context,improve the corpus arrangement of life.For teachers,Study English curriculum standards and flexibly delete and supplement language knowledge;Attach importance to the effective continuation of language knowledge teaching methods in primary school and junior middle school;Pay close attention to students’ adaptability and stimulate internal learning motivation.