Iranian New Junior High School Book (Prospect 1) Weighted against Material Evaluation Checklist from Teachers' Perspective
محورهای موضوعی : English Language Teaching (ELT)
1 - عضو هئیت علمی
2 - دانشجوی دکترا
کلید واژه: syllabus, Junior High school, criteria, evaluation checklist,
چکیده مقاله :
The aim of this study was to evaluate the new version of Iranian EFL junior high school textbook (Prospect1) from the teachers’ perspectives. The participants included90experienced English teachers (42 females and 48 males) randomly selected from different junior high schools in different districts of Gilan province, Iran. The evaluation of the textbook was conducted quantitatively through a 5-point Likert scale with seven criteria including subject and content, activities, skills, physical layout, practical consideration, language and general criteria. However, it was accompanied by some open-ended questions that solicited teachers' views about each criterion and the book in general. The descriptive statistics including standard deviation, mean, percentage and frequency were used in the data analysis.The findings revealed that teachers have positive perceptions toward this book.They had a positive view about the prospect1 because of its content and topic relevancy to learners' needs, including real life situations, enjoying challenging subject, having communicative pair and group works and attending to four skills equally. However, they intensified some problems in their open ended questions such as insufficiency of teaching time that is 1.5 hour during a week, not focusing on explicit presentation of some words and grammatical points and not paying attention to some sub-skill strategies. These findings can be helpful for curriculum designers and textbook writers to design some valuable textbooks for other levels and to consider correspondence between time of teaching and volume of the book.
انتخاب کتاب درسی، برای دبیران و مدیران کار مشکلی است .هدف این تحقیق، ارزیابی کتاب درسی جدید زبان انگلیسی متوسطه اول( (prospect 1از دیدگاه دبیران بود. شرکت کنندگان شامل 90 نفر از معلمان با تجربه زبان انگلیسی 42) زن و 48 مرد( بودند که به طور تصادفی از مدارس مناطق مختلف استان گیلان بطور تصادفی انتخاب شدند. ارزیابی کمی کتاب درسی از طریق چک لیست لیتز (2005) انجام شد. چک لیست مقیاس5 نقطه لیکرت بود و هفت معیار از جمله موضوع و محتوا، فعالیت ها ، مهارت ها، قالب های ظاهری، کاربری بودن ،استفاده از اجزای زبان و مشخصات کلی مورد مطالعه قرار گرفت. با این حال، برخی از سوالات پاسخ باز که دیدگاه معلمان را در مورد هر معیار کتاب می سنجید نیز همراه پرسشنامه به دبیران داده شد.آمار توصیفی از جمله انحراف معیار، میانگین، درصد و فراوانی در تجزیه و تحلیل داده ها استفاده شد. این یافته ها نشان داد که معلمان نظر مثبتی نسبت به این کتاب داشتند. آنها این کتاب را به دلیل محتوا و ارتباط داشتن موضوع آن با نیازهای فراگیران، استفاده از موقعیت های زندگی واقعی، بهره گیری از موضوعات قابل بحث ،داشتن فعالیتهای ارتباطی و توجه به چهار مهارت زبان مناسب دانستند.با این حال، آنها برخی از مشکلات کتاب را در سؤالات باز پاسخ خود مطرح کردند: از قبیل کمبود زمان تدریس که فقط 1.5 ساعت در طول یک هفته است، عدم ارائه صریح و روشن کلمات جدید و نکات دستوری و عدم توجه به برخی از استراتژی های زیر شاخه مهارت ها.این یافته ها می تواند برای طراحان برنامه درسی و نویسندگان کتاب درسی کمک کند تا به طراحی برخی از کتاب های درسی مناسب برای سطوح دیگر بپردازند که محتوی مناسب داشته باشد و تطابق بین زمان تدریس و حجم کتاب نیز مد نظر قرار گیرد.
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