《国内外“教材评估”研究综述》由会员分享，可在线阅读，更多相关《国内外“教材评估”研究综述（8页珍藏版）》请在金锄头文库上搜索。
1、百度文库-让每个人平等地提升自我OverviewonForeignandDomesticMaterialsEvaluation1. IntroductionTherearenumerousstudiesonmaterialsevaluationabroadandathome,andthenumberhastendedtobeontheriseasinterestintheareahasgrown.IntheWest,Williams(1983),VanElsetal.(1984),Cunningsworth(1984)andHutchinson(2002)weretheleadingpione
2、ers.InChina,Qian丫uan(1995)introducedHutchinsonandWaterschecklistofmaterialsevaluawonchisthestartingpointofthediscussionsonmaterials,especiallyonmaterialsevaluationorselection.2. FeaturesofstudiesonmaterialsevaluationabroadandathomeCombinedwiththerepresentativesandthelatestamongthem,thefeaturesofthes
3、estudiesmaybesummarizedasfollows.Theevaluationprocesswasdescribedasseveralparts.ThematerialsevaluationprocessdescribedbyMcDonoughandShaw(2004)canbechartedasfollows:Macro-evaluationinappropriate/potentiallyappropriate(External)TExitMicro-evaluationinappropriate/appropriateadopt/select(Internal)YExitF
4、igureAnoverviewofthematerialsevaluationprocess(McDonoughandShaw2004:66)Aswasillustrated,theprocesscomprisedtwocomplementarystages:theexternaloneandtheinternalone.Ateachstage,severaldetailedaspectsweredesigned.Theexternalevaluationstageexaminedtheclaimsmadeforthematerialsbytheauthor/publisherwithresp
5、ectto:theintendedaudience,theproficiencylevel,thecontextandpresentationoflanguageitems,whetherthematerialsarethecoreorsupplementary,theroleandavailabilityofateachersbdoe,inclusionofavocabularylist/index,thetableofcontents,theuseofvisualsandpresentation,andtheculturalspecificityofthematerials,theprov
6、isionofaudio/videomaterialandinclusionoftests.(ibid.)Asthecentralstageoftheirevaluationmodel,theyclaimedthatitaimedtoofferageneral,briefoverviewofhowmaterialshadbeenorganizedfromtheoutside(cover,introduction,tableofcontents)(McDonoughandShaw2004:61).Afterthestage,itwassuggestedthatevaluatorsshouldma
7、keadecisionaboutthematerials1百度文库-让每个人平等地提升自我appropriatenessforadoption/selectionpurpose.Ifthematerialsprovedtobepotentiallyappropriateandworthyofacloserandmoredetailedinspection,thenaninternalevaluationwouldbecontinued.Otherwise,thematerialsevaluationwouldcometotheend.Intheinternalevaluationstage,e
8、valuatorswereadvisedtoexaminethefollowingpoints:“thetreatmentandpresentationoftheskills,thesequencingandgradingofthematerials,thetypeofreading,listening,speakingandwritingmaterialscontainedinthematerials,appropriacyoftestsandexercises,self-studyprovisionandteacher-learnerbalanceinuseofthematerials(M
9、cDonoughandShaw2004:70).Theessentialofthisstagewastoanalyzetheextenttowhichtheaforementionedfactorsintheexternalevaluationstageactuallymatchupwiththeinternalconsistencyandorganizationofthematerials(McDonoughandShaw2004:67).Theinternalevaluationwasmorespecificthantheexternaloneanditcouldgiveacomprehe
10、nsivedescriptionofmaterialsfromadeeplevel.Finally,acomprehensiveassessment,whichMcDonoughandShawcalledtheoverallevaluation,shouldbemaderegardingthesuitabilityofmaterialsanditincludedfourfactors:usability,generalizability,adaptability,andflexibility(McDonoughandShaw2004:70).Thus,therewouldbeaconclusi
11、onaboutwhethermaterialsaresuitableforspecifiedgroupsorindividuals.ZhangXuemei(2001)thoughtthatthewholeevaluationmodelwasoverallandclear,andtheinternalevaluationandtheexternalonewerecloselyrelatedwitheachother.ZhaoYongandZhengShutang(2006)arguedthatthedivisionofthetwostagestremendouslysimplifiedthewh
12、oleevaluationprocess.Consequently,itisquiteflexibleandconvenient.Likewise,thereweretwophasesinBreenandCandlinsEvaluationGuide(1987).Firstly,somepreliminaryquestionswereputforwardontheusageofmaterials,particularlyontheirobjectivesandaims,theirrequirementsonlearnersandteachers,andtheirfunctionsasaclas
13、sroomresource.Moredetailedquestionsundertheabovefouritemswereprovided.Inthesecondphase,mainquestionswereabouttheneedsandinterestoflearners,theirlanguagelearningmethods,andtheprocessofclassroomteachingandlearning.(quotedinZhaoYongandZhengShutang2006:42-43)Incontrast,ChengXiaotang(2002)dividedtheevalu
14、ationprocessintothreestages(pre-useevaluation,in-useevaluation,post-useevaluation)anditcouldbeinternalorexternal.Aninternalevaluationfocusesontheinternalaccountabilityofthematerials,.thetheoreticalassumptionsbehindthematerials;theintendedobjectivesandtheextenttowhichtheobjectiveshavebeenrealized;the
15、justificationoflanguageselectionandgrading;thedesignofactivitiesandtasks.Anexternalevaluationexaminestheextenttowhichasetofmaterialsmeetstheneedsofaparticulargroupoflearners,thesyllabus,andtheexamination.(ChengXiaotang2002:70)Fromtheabove,itisseenthattheycomplementoneanotherandbothareofinterest.Hutc
16、hinsonandWaters(1987)dividedtheevaluationprocessintofourmajorsteps:1) Definingcriteria;/2) Subjectiveanalysis;3) Objectiveanalysis;/4) Matching(SeeFigurefordetail)FigureHutchinsonandWatersFourMajorStepsinEvaluationProcess(HutchinsonandWaters2002:98)Theevaluationchecklistwasdesignedinvariousways.Aquick-referencechecklistforevaluationandselectionwasgivenbyCunningsworth,inwhicheightmainitemswe
