A Study on the Continuity of English Textbooks in Primary and Secondary Schools in Shenzhen
Abstract: Teaching stresses on the continuity and integrity. If the textbooks in primary and secondary schools lack the continuity, there must be many teaching problems, and negative effects on the quality of teaching will occur. Therefore, it’s worth-while to find the discontinuity of English textbooks in primary and secondary schools, and accordingly seek for solutions to the problem. The author went on with the study by questionnaire. She asked 46 teachers who teach English in primary and secondary schools to participate. The questionnaire was about their eva luation on their present English textbook and their opinions on the continuity of English textbooks in primary and secondary schools in Shenzhen. Finally the investigation indicates that textbooks used in primary schools: Primary English for China and New Welcome to English, textbook used in secondary schools: Go for it! gain satisfactory eva luations. Yet, Oxford English (Shenzhen) which is considered to be the textbook born in Shenzhen and wildly used in secondary schools gains quite bad eva luation; moreover, it’s an important factor that causes discontinuity of English textbooks in primary and secondary school in Shenzhen.
Keywords: textbooks，secondary school，primary school，continuity
深圳中小学英语连贯性研究
摘 要
教学是讲求连贯性和整体性的，如果小学的教材和小学的教材衔接不好，必定会产生很多教学问题，也会影响教学质量。因此，发现深圳中小学英语教材衔接不的足和找出对应的解决方法是很值得我们认真研究的问题。笔者通过问卷调查的形式，收集了46位深圳中小学英语教师对现用教材的评价和教材衔接的看法，最后研究表明，大部分老师对小学深港版教材 Primary English for China，朗香港文版New Welcome to English 和初中人教版教材《新目标》的评价比较好，而深圳自己遍写的初中英语教材《牛津深圳》Oxford English (Shenzhen) 各方面的评价较差，而且与小学英语教材衔接不好，这是导致中小学英语教学脱节的重要原因。
关 键 词 教材；中学；小学；衔接
Contents
Abstract i
摘 要 i
Chapter One Introduction 3
1.1 Background 3
1.2 Research purpose 4
Chapter Two Literature review 6
2.1 Relative opinions 6
Chapter Three Methodology 8
3.1 Context 8
3.2 Participants 9
3.3 Instrument 10
3.4 Data collection 11
Chapter Four Results 13
Chapter Five Discussion and conclusion 25
References 30
Acknowledgements 30
