英语教材评估标准
(2003-06-26 12:23:29)
1．cunningsworth (1995) 建议的教材评估四项标准：
1．they should correspond to learners’ needs. they
should match the aims and objectives of the language learning program.
2．they should reflect the uses (present or future)
that learners will make of the language. textbooks should be chosen
that will help equip students to use language effectively for their
own purposes.
3．they should take account of students’ needs as
learners and should facilitate their learning processes, without dogmatically
imposing a rigid “method”.
4．they should have a clear role as a support for
learning. liking teachers, they mediate between the target language
and the learner.
2．grant（1987）从三个方面，学生、教师、大纲和考试，设计了选择教材教材的三个调查表：
choosing a textbook: questionaire (part i)：
does the book suit your students?
1．is it attractive? given the average age of your
students, would they enjoy using it?
2．is it culturally accepted?
3．does it reflect what you know about your students’
needs and interests?
4．is it about the right level of difficulty?
5．is it about the right length?
6．are the course’s physical characteristics appropriate?
(e.g. is it durable)
7．are there enough authentic materials, so that the
students can see that the book is relevant to real life?
8．does it achieve an acceptable balance between knowledge
about the language, and practice in using the language?
9．does it achieve an acceptable balance between the
relevant language skills, and integrate them so that work in one skill
area helps the others?
10． does the book contain enough communicative activities
to enable the students to use the language independently.
（score: 2 points for every yes answer. 1 point for
every partly answer. 0 for every no answer.）
choosing a textbook: questionaire (part ii)：
does the book suit the teacher?
1．is your overall impression of the contents and
layout of the course favourable?
2．is there a good, clear teacher’s guide with answers
and help on methods and additional activities?
3．can one use the book in the classroom without constantly
having to turn to the teacher’s guide?
4．are the recommended methods and approaches suitable
for you, your students and your classroom?
5．are the approaches easily adaptable if necessary?
6．does using the course require little or no time-consuming
preparation?
7．are useful ancillary materials such as tapes, workbooks,
and visuals provided?
8．is there sufficient provision made for tests and
revision?
9．does the book use a ‘spiral’ approach, so that
items are regularly revised and used again in different contexts?
10．is the course appropriate for, and liked by, colleagues?
（score: 2 points for every yes answer. 1 point for
every partly answer. 0 for every no answer.）
choosing a textbook: questionaire (part iii)：
does the book suit the syllabus and examination?
1．has the book been recommended or approved by the
authorities?
2．does the book follow the official syllabus in a
creative manner?
3．is the course well-graded, so that it gives well-structured
and systematic coverage of the language?
4。if it does more than the syllabus requires, is
the result an improvement?
5．are the activities, contents and methods used in
the course well-planned and executed?
6。has it been prepared specifically for the target
examination?
7．do the course’s methods help the students prepare
for the exam?
8．is there a good balance between what the examination
requires, and what the students need?
9。is there enough examination practice?
10．does the course contain useful hints on examination
technique?
（score: 2 points for every yes answer. 1 point for
every partly answer. 0 for every no answer.）
tomlinson’s (1998) 提出的评估好的教学资料标准
l materials should achieve impact
l materials should help learners to feel ease
l materials should help learners to develop confidence
l what is being taught should be perceived by learners
as relevant and useful
l materials should require and facilitate learner
self-investment
l learners must be ready to acquire the points being
taught
l materials should expose the learner to language
in authentic use
l the learners’ attention should be drawn to linguistic
features of the input
l materials should provide the learners with opportunities
to use the target language to achieve communication purpose
l materials should take into account that the positive
effects of instruction are usually delayed
l materials should take into account that learners
differ in learning styles
l materials should take in account that learners
differ in affective attitudes
l materials should permit a silent period at the
beginning of instruction
l materials should maximise learning potential by
encouraging intellectual, aesthetic and emotional involvement which
stimulates both right and left brain activities
l materials should not rely too much on controlled
practice
l materials should provide opportunities for outcome
feedback
ur’s (2000)的教材评估标准
ur (2000) 认为教材评估有两种标准：一般性标准（general criteria）和具体标准(specific
criteria)。下表是他提出的一般性标准：
criteria
objectives explicitly laid out in an introduction, and implemented in
the material
approach educationally and socially acceptable to target community
clear attractive layout; print easy to read
appropriate visual materials available
interesting topics and tasks
varied topics and tasks, so as to provide for different learner levels,
learning styles, interests, etc.
clear instructions
systematic coverage of syllabus
content clearly organized and graded (sequenced by difficulty)
period review and test sections
plenty of authentic language
good pronunciation explanation and practice
good vocabulary explanation and practice
good grammar presentation and practice
fluency practice in all four skills
encourages learners to develop own learning strategies and to become
independent in their learning
adequate guidance for the teacher; not too heavy preparation load
audio cassettes
readily available locally
