| Abstract | 第1-13页 |
| 摘要 | 第13-15页 |
| 0. Introduction | 第15-29页 |
| ·The statement of the problem | 第15-16页 |
| ·Significance of the study | 第16-18页 |
| ·Background to the study | 第18-21页 |
| ·The objectives and justifications of the study | 第21页 |
| ·Key terms | 第21-27页 |
| ·Overview of the dissertation | 第27-29页 |
| 1. Literature Review | 第29-83页 |
| ·Perceptions of role of textbooks | 第29-42页 |
| ·Textbooks as the curriculum | 第32-34页 |
| ·Textbooks as sources of new theories | 第34-36页 |
| ·Textbooks as practical time-saver | 第36-37页 |
| ·Textbooks as aids to untrained and novice teachers | 第37-42页 |
| ·Teachers' current practice and need to evaluate textbooks | 第42-50页 |
| ·The need for a working model of textbook evaluation | 第50-53页 |
| ·Existing models for evaluating textbooks | 第53-83页 |
| ·Existing models advanced by researchers abroad | 第53-74页 |
| ·Model advanced by Williams (1983) | 第53-55页 |
| ·Model advanced by Cunningsworth (1984/2002) | 第55-58页 |
| ·Model advanced by Grant (1987) | 第58-60页 |
| ·Model advanced by Breen and Candlin (1987) | 第60-61页 |
| ·Model advanced by Hutchinson and Waters (1987) | 第61-62页 |
| ·Model advanced by Dougill (1987) | 第62-64页 |
| ·Model advanced by Sheldon (1988) | 第64-65页 |
| ·Model advanced by McDonough and Shaw (1993) | 第65-66页 |
| ·Model advanced by Ellis (1997/1998) | 第66-68页 |
| ·Model advanced by Littlejohn(1998) | 第68-69页 |
| ·Model advanced by Tomhnson(1998/2003) | 第69-70页 |
| ·Model advanced by McGrath (2002) | 第70-72页 |
| ·Model advanced by McDonough and Shaw (2004) | 第72-74页 |
| ·Existing models advanced by researchers at home | 第74-81页 |
| ·Model advanced by Qian Yuan (1995) | 第75页 |
| ·Model advanced by Zhou Xuelin(1996) | 第75-77页 |
| ·Model advanced by Cheng Xiaotang (2002) | 第77-78页 |
| ·Model advanced by Wang Qiang (2000) | 第78-79页 |
| ·Model advanced by Liu Daoyi (2004) | 第79-80页 |
| ·Model advanced by Sun Pinghua(2006) | 第80-81页 |
| ·Summary | 第81-83页 |
| 2. Design and methodology | 第83-129页 |
| ·The research questions | 第83页 |
| ·Subjects | 第83-84页 |
| ·Methods | 第84-88页 |
| ·Data collection procedures | 第88-89页 |
| ·Type and form of data collected | 第89-90页 |
| ·Data analysis | 第90-121页 |
| ·The sample | 第90-92页 |
| ·Role of textbooks in teaching English as a foreign language | 第92-98页 |
| ·Quality of textbooks | 第98-100页 |
| ·Need for evaluation of textbooks | 第100-103页 |
| ·Need for guidelines for textbook evaluation | 第103-105页 |
| ·Current practice of textbook evaluation | 第105-107页 |
| ·Criteria for evaluation | 第107-109页 |
| ·Differences between the head teachers and practicing teachers | 第109-111页 |
| ·Differences between the head teachers and subject supervisors | 第111-113页 |
| ·Differences between the experienced and novice teachers | 第113-115页 |
| ·Findings from the interviews with the head teachers | 第115-121页 |
| ·Policy on textbook use | 第115-118页 |
| ·Policy on textbook evaluation | 第118-119页 |
| ·Opinions on textbook evaluation | 第119-121页 |
| ·Discussion | 第121-129页 |
| ·Teachers' perception of the role of textbooks | 第121-123页 |
| ·Teachers' perception of the need for evaluating textbooks | 第123页 |
| ·Current practice of textbook evaluation | 第123-124页 |
| ·Criteria for evaluation | 第124-127页 |
| ·Need for guidelines for textbook evaluation | 第127-129页 |
| 3. English Curriculum Standards (2001) and EFL instructional materials | 第129-152页 |
| ·Introduction | 第129页 |
| ·The definition of "standard" | 第129-131页 |
| ·An analysis of English Curriculum Standards (2001) | 第131-149页 |
| ·The background of the Standards | 第131-132页 |
| ·Components of the Standards | 第132-142页 |
| ·The general goal of the EFL course | 第132-134页 |
| ·The desired contents objectives | 第134-141页 |
| ·Language skills | 第134页 |
| ·Linguistic knowledge | 第134-135页 |
| ·Affect and attitudes | 第135-136页 |
| ·Language learning strategies | 第136-139页 |
| ·Cultural consciousness | 第139-141页 |
| ·Proposals for implementation | 第141-142页 |
| ·The nature of language | 第142-143页 |
| ·A combination of the instrumental view and humanistic view | 第142-143页 |
| ·The significance of learning a foreign language to the society and the learner | 第143页 |
| ·The nature of learning | 第143-149页 |
| ·A learner-centered holistic view of EFL learning | 第143-144页 |
| ·Flexible and open-ended in nature | 第144-145页 |
| ·To do things with English | 第145-146页 |
| ·Process-oriented language instruction | 第146-147页 |
| ·Assessment for learning rather than of learning | 第147-148页 |
| ·Stress cast on developing and making adequate use of course resources | 第148-149页 |
| ·The relationship between the Standards and materials | 第149-152页 |
| 4. Needs Analysis | 第152-164页 |
| ·Introduction | 第152-153页 |
| ·The definition of needs analysis | 第153-154页 |
| ·Types of needs | 第154-158页 |
| ·Target needs | 第154-155页 |
| ·Learning needs | 第155-158页 |
| ·A student needs analysis | 第158-164页 |
| ·The framework for student needs analysis | 第158-159页 |
| ·Participants | 第159-160页 |
| ·Findings from the questionnaire and discussion | 第160-164页 |
| 5. Creation of an evaluation model | 第164-185页 |
| ·Introduction | 第164页 |
| ·Bases for the creation of evaluation model | 第164-166页 |
| ·General functions of textbooks | 第164-165页 |
| ·The Standards together with the student needs analysis | 第165-166页 |
| ·Basic principles for the creation of evaluation model | 第166-172页 |
| ·Rationale of the materials | 第167页 |
| ·Learners' needs and interests | 第167-168页 |
| ·Contents of the materials | 第168-169页 |
| ·Language | 第169-170页 |
| ·Skills covered | 第170-171页 |
| ·Layout | 第171-172页 |
| ·An evaluation model | 第172-185页 |
| ·Composite evaluation model | 第172-174页 |
| ·Hierarchy of criteria | 第174-176页 |
| ·Detailed specifications and scoring of individual criteria | 第176-185页 |
| 6. Validating individual criteria - examples | 第185-208页 |
| ·Example one | 第185-196页 |
| ·Introduction: whys of studying sexism in Fun with English | 第185-188页 |
| ·Textbooks and ideology | 第185-186页 |
| ·Sexism in textbooks | 第186-187页 |
| ·Whys of studying Fun with English | 第187-188页 |
| ·Theories and methods | 第188-190页 |
| ·Critical linguistics | 第188-189页 |
| ·Textual analysis | 第189-190页 |
| ·Textual analysis | 第190-194页 |
| ·Males standing for success or influential | 第190页 |
| ·Appreciative terms vs. depreciative terms | 第190-191页 |
| ·Helper vs. helped | 第191-194页 |
| ·Specific situations in which males help females | 第191-193页 |
| ·Pictures in which males help females | 第193页 |
| ·The proportions of males and females who get help | 第193-194页 |
| ·Influences of sexism in textbooks | 第194-196页 |
| ·Example two | 第196-208页 |
| ·Introduction | 第196-197页 |
| ·The heterogeneity of the English language and culture | 第197-200页 |
| ·The goals of culture teaching in TEFL | 第200-202页 |
| ·Teaching cultures from a globally integral perspective | 第202-207页 |
| ·Summary | 第207-208页 |
| 7. The application of the model: a case study | 第208-222页 |
| ·Fun with English (9B): the book to be evaluated | 第208页 |
| ·Steps in the evaluation | 第208页 |
| ·External evaluation of Fun with English (9B) | 第208-210页 |
| ·Internal evaluation of Fun with English (9B) | 第210-220页 |
| ·Content selection | 第210-213页 |
| ·Ideological validity | 第213-214页 |
| ·Psychological validity | 第214-217页 |
| ·Pedagogical validity | 第217-220页 |
| ·An overall evaluation of Fun with English (9B) | 第220-222页 |
| 8. Conclusion | 第222-238页 |
| ·Major findings | 第222-229页 |
| ·Implications | 第229-236页 |
| ·Limitations | 第236-237页 |
| ·Recommendations for further research | 第237-238页 |
| Appendix | 第238-257页 |
| References | 第257-276页 |
| Textbooks referred | 第276页 |
