Features of Instructional Language for Cultivation of Creative Thinking: A Data-driven Analysis of Chinese Senior High School English Textbooks

2021 International Symposium on Educational Technology (ISET) Pub Date : 2021-08-01 DOI:10.1109/ISET52350.2021.00020

Shuquan Li, Manfei Xu

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引用次数: 1

Abstract

As a key component of the 21st Century competencies, creativity has been highly promoted in school education. The latest senior high school English curriculum of mainland China also emphasizes the cultivation of thinking skills and new sets of English textbooks have been published which claim to incorporate the idea in their material selection and design. Based on a data-driven analysis of the features of instructional language in three sets (i.e., nine volumes) of the 2019 editions of English textbooks for senior high school learners in mainland China, the study reveals that the new textbooks reflect the idea of English teaching reform and are aligned with the latest national English curriculum standards which focus on developing students’ thinking quality along with their English language ability. This study also sheds light on how English teachers can analyze the linguistic features of instructional language in teaching activities, expecting to offer insights on how corpus-assisted textbook analysis is helpful concerning English teaching practice.

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培养创造性思维的教学语言特征——基于数据的中国高中英语教材分析

作为21世纪能力的关键组成部分，创造力在学校教育中得到了高度的推崇。中国大陆最新的高中英语课程也强调思维能力的培养，并出版了新的英语教材，声称在选材和设计中融入了这一理念。本研究通过对2019年中国大陆高中英语教材的三套(即9卷)教学语言特征的数据分析，发现新教材反映了英语教学改革的理念，并与最新的国家英语课程标准保持一致，该标准注重在培养学生英语语言能力的同时培养学生的思维素质。本研究还揭示了英语教师如何在教学活动中分析教学语言的语言特征，以期为语料库辅助教材分析如何在英语教学实践中发挥作用提供见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2021 International Symposium on Educational Technology (ISET)

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