| 1. | In the present thesis , the writer analyzes junior english for china ( jefc ) from a sociolinguistic perspective
本文从社会语言学的角度对我国初中英语教材进行了分析。 |
| 2. | To begin with , the writer first discusses the ultimate goal of foreign language teaching and learning and the role of coursebooks with special reference to jefc
作者首先讨论了外语教学的最终目标以及教材在实现这一目标中的作用。 |
| 3. | After analysis . the author cognized and emphasized that : there are many hidden contents in the active text of jefc . he also summed up the positive effects and probed the negative effects
经过分析，笔者认定现行初中英语教材中存在着大量的隐性课程内容，同时对这些隐性内容的正面影响进行了充分的归纳，对其负面影响进行了初步探讨。 |
| 4. | In this part . the author put forward and proved three points below : ( 1 ) the samples in hidden curriculum of the active text of jefc and its positive effects ( 2 ) the negative effects . in the hidden curriculum of the active text of jefc
( 1 )现行初中英语教材中隐性课程的表现及其对学生的正面影响， ( 2 )现行初中英语教材中的隐性课程的负面影响， ( 3 )建设好初中英语教材中的隐性课程。 |
| 5. | On the basis of the above mentioned observations , the writer sets up a framework for analyzing jefc . in this framework , the writer works out a checklist by asking questions relevant to these sociolinguistic observations . the analyses of jefc , therefore ,
在上述社会语言学研究的基础上，作者建立了一个针对教材分析的框架，在此框架中，作者列出同这四个方面的社会语言学研究相关的问题，并通过回答这些问题来分析教材。 |
| 6. | The concept of communicative competence is directly derived from sociolinguistics ; therefore , it is natural to set up a sociolinguistically oriented framework for analyzing jefc . the writer draws on sociolinguistic observations which are most relevant to course design to see whether sociolinguistic factors in jefc are properly treated to serve the goal of enhancing students " communicative competence
交际能力的概念和社会语言学一脉相承，因此本文作者以社会语言学中同教材分析和评价有关的研究为参照建立一个教材分析的框架，来了解我国初中英语教材是否恰当处理社会语言学因素以帮助提高学生的交际能力。 |
| 7. | The whole paper will focus on its cultural structure , comparing it with jefc ( 1993 edition ) according to the fifth degree of cultural demands in the curriculum standard for english issued by the department of education in the year 2000 , examining its strengths and weaknesses and putting forward proposals for perfecting the culture teaching in today ' s english teaching in our junior middle schools
评估采取与该教材1993年版本对比的方式。以2000年我国教育部针对基础外语教育颁发了《全日制义务教育普通高级中学英语课程标准(实验稿) 》中的五级文化要求为评估标准，收集教材本身呈现的静态资料和教与学中反馈的动态资料，透视其文化结构，从而对中学外语文化教学的完善提出设想。 |
| 8. | The third chapter first classifies the fifth degree of cultural demands in the curriculum standard for english teaching as knowledge culture and communication culture , then examines the cultural structure of jefc ( 2000 ) from both the static and the dynamic angle according to such a classification . the next chapter , chapter 4 , makes suggestions for improving our culture teaching to meet the demands set in the curriculum standard . and the last chapter summarizes the whole paper
第三部分首先根据知识文化和交际文化的文化结构划分，细化《全日制义务教育普硕士学位论文义三夕master ‘ 5mesls通高级中学英语课程标准(实验稿) 》中的五级文化要求，然后以此为标准从静、动态两方面收集资料，评估《英语》的文化内涵，从而把握中学文化教学现状。 |
| 9. | This study incorporates schema in senior three vocabulary teaching and by doing 12 weeks " experiment to test whether the schematically organized oral vocabulary presentation was prior to rote repetition in the following three aspects : 1 ) new words ( in senior book 3b ) learned during the 12 weeks ; 2 ) extra new words ( not included in jefc & sefc ) presented together with the schematically grouped words ; 3 ) old words learnt before the experiment
本文将图式理论应用于高三英语词汇教学中，经过12个周的课堂教学实验，以验证在实验期间学生对所学高三课本新词汇的掌握情况、中学范围所学旧词的巩固情况和扩大中学范围以外的词汇三个方面，实验班的词汇测试成绩是否优于控制班的词汇表背诵成绩。 |
