Chapter One Introduction
1.1 The Motivation of the Researcher
Shanghai Education Publishing House, being the publisher of Oxford English forprimary schools (Shanghai edition), offers coursebook training to the teachers(coursebook users) once every semester as part of the after-sale service. The main partof the training is to help the teachers to have a better understanding of the coursebookand to achieve a better use of the coursebook in practice.In order to fulfill the training task, research has been done by me to interpret thecoursebook, that is, how the coursebook is designed. What is the principle behind thecoursebook compiling? What is the rational of pedagogy, psychology, linguisticsbehind the text? And at last, I think I have found the “Golden Key” to interpret OxfordEnglish for primary schools (Shanghai edition). The “Golden Key” is the sequence ofsyllabus. Only the correct understanding of sequence of syllabus can lead to thecorrect understanding of the coursebook.That is the departure of my study which arouses my interest in course design,coursebook evaluation, and especially in the sequence of multiple-syllabus, as in thecase of Oxford English for primary schools (Shanghai edition). And the differentsequence of multiple-syllabus in its two editions, i.e. the ones of 2017 and 2017, inreturn, proves the significance of syllabus sequence.
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1.2 Research Background
The National English Curriculum Standard for Compulsory Education (2017)(《义务教育英语课程标准 2017》, Beijing Normal University Press, 2017) was issued byMinistry of Education of the People's Republic of China (MOE) on 31, December,2017. In the light of the new standard, all the 31 nationwide primary English coursebooks (approved by MOE on the National English Curriculum Standard forcompulsory education 2017) were sent to MOE and 26 of them were reapproved afterthe censorship.The current primary English coursebooks are generally classified into threegroups(Tao，2017): Original coursebooks imported and revised by Chinese editors;coursebooks co-compiled by overseas writers and Chinese writers; coursebookswritten by Chinese writers. All the coursebooks share some common features (Liu，2017)：to attach great importance to the students’ all-around development; take theapproach of combining function, structure, topic and task-based approach;learner-centered; content-based language learning; complementary materials whichmake the coursebook more flexible; assessment system; layout design improved.Of all the course books, most of them claim themselves to follow the syllabus oftopic, function, structure and task-based syllabus (Liu，2017), either in the foreword ofthe books or on the back cover of the book. Oxford English for primary schools(Shanghai edition) is one of them. However, it might not be completely true. With thedevelopment of English education in China, the localization of imported OxfordEnglish textbook also saw great improvement. No matter whether the editors arewilling to admit it or not, the proclaimed sequence of syllabus has been changed,especially on the role of “structure”, as in the case of two editions (2017 & 2017) ofOxford English coursebook for primary schools.
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Chapter Two Syllabus and Course Design
2.1 Definitions of syllabus in general
S，英语论文范文，英语论文题目
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