《中学英语课程标准与教材分析》内容大体由课程标准和教材分析两大部分组成，它们分别包括理论和实践两个部分：1）英语课程的理论和实践。理论部分涉及相关的重要概念及观点，包括课程性质、课程地位、课程理念、课程目标、课程结构、课程内容、课程标准、课程标准的实施、课程实施中的落差与矛盾等。实践部分涉及案例分析，通过不同的英语课程案例分析，提高教师理解和设计课程内容和标准的能力。2）英语教材分析的理论与实践。理论部分涉及相关的重要概念及观点，包括教材评价的标准，教材使用的原则及方法等。实践部分涉及案例分析，通过不同的英语教材及教师使用教材案例分析，培养教师的评价教材、合理使用教材的能力。

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Contents
Preface
Chapter1 Curriculum, Syllabus and Textbook in English Teaching 1
1.1 How are curriculum and syllabus defined in general education 1
1.2 How are curriculum and syllabus defined in language education 2
1.3 What's the role of textbooks 4
1.4 How should teachers mediate the relationships among curriculum, syllabus and textbook 5
Chapter2 Curriculum and Curriculum Standards 8
2.1 How is curriculum defined 8
2.2 What are involved in a curriculum 10
2.3 What are the major types of curriculum 11
2.4 What are the purposes of curriculum standards 13
2.5 How can implementation gap in curriculum reform be addressed 16
Chapter3 Case Studies of English Curriculum Standards 19
3.1 English curriculum reforms in China 19
3.2 English curriculum standards in Singapore 30
3.3 Concluding remarks 41
Chapter4 Course Syllabus 44
4.1 Definitions of syllabus 44
4.2 Functions of syllabus 45
4.3 Types of syllabus 46
4.4 Designing syllabus 58
4.5 Concluding remarks 64
Chapter5 Case Studies of English Course Syllabuses 68
5.1 A case study of national English course syllabus 68
5.2 Case studies of teacher-made syllabuses 70
Chapter6 Evaluating a Textbook 80
6.1 What are the purposes of using textbooks 80
6.2 How to evaluate textbooks 84
6.3 Concluding remarks 95
Chapter7 Adapting a Textbook 97
7.1 Why is it necessary to adapt a textbook 97
7.2 Principles for textbook adaptation 99
7.3 Techniques for textbook adaptation 100
7.4 Techniques for using supplementary materials 103
7.5 Areas for textbook adaptation 104
7.6 Sample textbook adaptation activities 106
7.7 Concluding remarks 108
Chapter8 Case Studies of Evaluating and Adapting a Textbook 110
8.1 New Senior English Curriculum and New Senior English 110
8.2 Pointers for evaluation and adaptation of textbooks 123
8.3 Concluding remarks 153
References 154
Tables and Figures
Tables
Table2.1 Wilson's Categorization of Curriculum 12
Table2.2 Phases of Decentralized Curriculum Development(Adapted from Mckimm,2007) 17
Table3.1 English Proficiency Standards in the2001 English Curriculum Standards 25
Table3.2 Descriptors for Each Level of Competence 27
Table5.1 Sample of National English Course Syllabus 69
Table8.1 Syllabus for Book2,Go for It, Grade 7 126
Table8.2 Tasks in Section A 128
Table8.3 Tasks in Section B 129
Table8.4 Cultural Awareness in Module1 to5 135
Figures
Figure3.1 Five Component areas of English Learning in the 2001 Curriculum Standards 24
Figure8.1 Five-component Curriculum Goals Mandated in the New Curriculum Standards 112