To be specific, in ECS, four principles are pointed out for compilers to comply with: moral principle, scientific principle, interesting principle and flexible principle. The first principle refers to the moral and ethical perspective of textbooks. The scientific principle means language learning regulation should be considered when compiling textbooks. The interesting principle suggests it is necessary for textbooks to cater to students’ psychological character and interests. The last principle states that textbooks could have regional characteristics and become more special.
Hence, it is crucial for people to consider the requirements of ECS when talking about textbook. It is also possible to set ECS as an evaluation criterion.
2.2 Textbook Evaluation Models
There are several popular models to evaluate the textbooks. Grant’s criterion (1987) includes three stages: initial evaluation, detailed evaluation and in-use evaluation. Its shortcoming lies in the teacher-centered feature, lacking the consideration of students. Similar to Grant’s criterion, Mc Donough & Shaw’s (1993) approach to material education also pays less attention to learners’ needs and interests. Nevertheless, Breen & Gandlin (1987) invents Approach to Materials Evaluation, which emphasizes both teachers’ and learners’ contributions. It makes up for the deficiencies of Grant’s model, focusing on learners’ interests and needs heavily.
Besides the textbook evaluation models mentioned above, Hutchinson & Water’s recommendation (2002) sets two major parts: subjective analysis and objective analysis. Another similar model is Cunningsworth’s Guidelines for Evaluation (1995), which is the combination of impressionistic overview of the whole and in-depth examination. What’s more, it also draws special attention to the language learning and teaching method.
And some Chinese scholars also study the textbook evaluation. Gao Lingbiao (2001) states that there are four dimensions for evaluating a textbook: knowledge, ideology and culture, regulation of psychological development, and the level of compilation. Textbooks for primary and middle school have three basic elements: content, procedure and form (Su Hong, 2003). Another scholar, Qiao Ailing (2002), indicates people should make evaluation from both macro and micro perspectives. Actually, the elements involved in Gao Lingbiao & Su Hong’s evaluation models can all be classified and made clearer by using Qiao’s model. Thus, this research uses Qiao’s model to evaluate subjects from the following two aspects: macro evaluation and micro evaluation. To be specific, this paper concentrates on the guiding ideology and overall structure in the macro evaluation part, and mainly focuses on topics and grammar items when talking about micro evaluation.
2.3 The Development of English Textbooks for Middle Schools in China 来.自>优:尔论`文/网www.youerw.com
Textbooks, as a major course resource, are widely used by teachers and students in China. Shi Ou (2007) points out textbooks are the texts most frequently read by learners and thought highly of by teachers. In other words, it influences teaching and learning a lot in China. Textbooks serve not only as a framework for teachers in achieving the teaching goals, but also a guide to conduct lessons. On behalf of the learners, textbooks can truly affect their attitudes to the lesson. Hence, evaluating and analyzing the textbooks can help to improve educational climate in China.
The development of English textbook for middle schools in China has experienced two stages. Before the English curriculum reform (2001), Chinese schools used only the national textbook. After the reform, English Curriculum Standards (2001) clarifies the importance of improving students’ communicative competence rather than paying too much attention on English grammar and vocabulary. As a result, some presses embarked on designing and publishing new English textbooks. Some imported English as a Foreign Language (EFL) textbook from other countries to China. There are some scholars’ co-compiled textbooks with foreign experts as well. Up to now, there have been several versions of textbooks used in China. Such as Go for it, Project English, New Standard English and so on (Table 2 1). Amongst them, there are three major types: textbook designed by Chinese experts; textbooks introduced from English-speaking countries; textbooks co-compiled by both Chinese and foreign experts. Liu (2011) illustrates two advantages of co-compiled textbooks: Firstly it can create special situations in order to suit Chinese learners. Secondly, western scholars can apply modern language teaching methods into textbook, while Chinese scholars know the learning condition and learners’ characteristics very well. From this, every type of textbook has its own characteristics, but the third type—textbooks co-compiled by both Chinese and foreign experts is the most frequently used in China nowadays. 七年级英语教材的比较分析以Goforit和NewStandardEnglishNSE为例(3):http://www.youerw.com/huaxue/lunwen_80580.html