基于《中国英语能力等级量表》的高中英语教材阅读语篇及练习研究
A Study of Reading Discourse and Practice in High School English Textbooks Based on China’s Standards of English Language Ability

如何深度挖掘教材阅读文本信息，如何有效利用阅读练习题等教材使用问题，决定着教材价值在教育教学价值中的有效转化。本研究基于《中国英语能力等级量表》，建立六维分析框架，对人教版高中英语必修教材Reading and Thinking部分的阅读语篇特征和阅读练习的提问进行分析，从文本类型、话题类别两个维度分析阅读语篇；从内容结构、认知能力、答案形式、语境特征四个维度分析阅读练习，为教师理解新教材理念，实施新课程教学实践提供启示，为实现教材价值最大化提供有益参照。研究发现，阅读文本在话题类别上，紧密围绕三大主题，题材丰富，兼具广度和深度；在文本类型方面，以叙述和说明文本为主，关注科学文化知识和道德品质培育。阅读练习在内容结构和认知能力上的特征为：兼顾低阶与高阶思维培养，符合渐进式认知思维发展；在答案形式和语境特征上，注重联系生活实际，兼具开放性和人文性，并针对这些特点提出了三点教材使用的建议：课本为纲，创造性地使用教材；以问促思，注重问题的层级结构和支架；以问促学，注重兴趣和动机的持续产生。
How to deeply explore the reading text information of textbooks, how to effectively use reading practice questions and other textbook use issues determine the effective transformation of textbook value in education and teaching value. Based on the China’s Standards of English Language Ability, this study established a six-dimensional analytical framework to analyze the characteristics of reading discourse and the questions of reading practice in the Reading and Thinking part of the compulsory high school English textbook of People’s Education Press Edition, and analyzed the reading discourse from two dimensions: text type and topic category. This paper analyzes the reading practice from the four dimensions of content structure, cognitive ability, answer form and context characteristics, which provides inspiration for teachers to understand the concept of new textbooks and implement the teaching practice of new courses, and provides a useful reference for maximizing the value of textbooks. The study found that the reading texts closely focused on the three major themes in terms of topic categories, with rich themes, both breadth and depth. In terms of the types of texts, narrative and explanatory texts are the mainstay, and attention is paid to the cultivation of scientific and cultural knowledge and moral character. The characteristics of reading practice in terms of content structure and cognitive ability are as follows: taking into account the cultivation of low-order and higher-order thinking, which is in line with the development of progressive cognitive thinking; In terms of the form and context characteristics of the answers, it pays attention to the connection with the reality of life, and has both openness and humanism, and puts forward three suggestions for the use of teaching materials in view of these characteristics: textbooks are used as outlines and teaching materials are