外语教材编写与外语教育生态重构——以上海市义务教育英语教材“三位一体”的编写实践为例

doi:10.3969/j.issn.1674-8921.2025.02.001

摘要/Abstract

摘要：

教材研究主要涉及三大领域: 内容(content),使用(consumption)和编写(production)(Harwood 2014)。全球英语教材编写往往是出版社主导。编写者根据出版社的要求参与编写。编者往往是职业教材作者;国内的中小学英语教材编写基本上也是出版社主导,但严格按照教育管理部门的要求进行,接受官方组织的专业审核。编者往往是研究者加一线教师。由于教材跨地区使用,因此核心编者并非来自同一区域,也并非相关区域教育生态系统中的核心教研人员。这样的教材编写只有在教材开始使用后才会对某一区域的学科教学产生影响。

上海市的义务教育英语教材编写有机地把外语教育生态系统的各参与方以及生态系统中的重要给养(affordances)融合在了一起。首先,编者研究国家政策,特别是课程标准;研究已有的教材,特别是海外优秀教材;研究当地的外语教学实际情况;其次,教材编写组吸纳教材未来的核心使用者,即区级教研员和一线骨干教师等,参与到教材设计和编写过程中来。教材编写组不仅听取了他们的声音和建议,而且这些未来的教材使用者借助研讨和编写过程提升了自己的专业素养,进一步了解了教材的本质、理论依据和使用要点,从而为后续的教材使用奠定了坚实的基础。教材的编写过程实际上就是当地外语教育生态系统主要参与者之间的互动、合作、磨合、相互成就的过程。教材编写与教师发展和教材使用培训融为一体,与教材使用无缝衔接,成为此轮上海义务教育英语教材编写的最大特色,也是国际外语教材编写的一个特殊案例。教材编写催生了基础外语教育新生态,教材编写与生态构建互为目标,互为基础,相互成就。

关键词: 外语教材, 教材编写, 外语教育生态, 义务教育

Abstract:

Textbook research primarily encompasses three major domains: content, consumption, and production (Harwood 2014). Globally, the development of English teaching materials is typically publisher-driven, with hired writers participating in compilation based on publishers’ requirements, often involving professional textbook authors. In contrast, the development of primary and secondary English textbooks in China, while also publisher-led, strictly adheres to mandates from educational administrative authorities and undergoes official professional reviews. Compilers usually consist of researchers paired with frontline teachers. Due to the cross-regional use of textbooks, core compilers are not from the same geographic area nor are they key teaching researchers within the relevant regional educational ecosystem. Such textbook development only begins to impact subject-specific teaching in a region after the materials are put into use.

The development of compulsory education English textbooks in Shanghai has organically integrated stakeholders within the foreign language education ecosystem and critical affordances of the ecosystem. First, compilers study national policies—particularly curriculum standards—analyze existing textbooks (especially exemplary overseas materials), and investigate local realities of foreign language teaching. Second, the textbook development team incorporates core future users, such as district-level teaching researchers and frontline master teachers, into the design and compilation process. Not only does the team incorporate their feedback and suggestions, but these future users also enhance their professional expertise through collaborative workshops and the compilation process. This deepens their understanding of the textbook’s essence, theoretical foundations, and practical applications, thereby laying a solid foundation for subsequent textbook implementation. The compilation process itself embodies interactions, collaborations, negotiations, and mutual empowerment among key stakeholders in the local foreign language education ecosystem. Textbook development is seamlessly integrated with teacher professional development and training for material usage, forming the defining feature of Shanghai’s current compulsory education English textbooks and representing a unique case in international foreign language textbook development. This process has catalyzed a new ecosystem for basic foreign language education, where textbook compilation and ecosystem construction serve as mutual goals and foundations, fostering reciprocal advancement.

Key words: foreign language material, material development, foreign language teaching ecology, compulsory education

中图分类号:

H319

束定芳. 外语教材编写与外语教育生态重构——以上海市义务教育英语教材“三位一体”的编写实践为例[J]. 当代外语研究, 2025, 25(2): 7-22.

SHU Dingfang. Foreign Language Material Development and the Reconstruction of the Foreign Language Education Ecosystem[J]. Contemporary Foreign Languages Studies, 2025, 25(2): 7-22.

图/表 1

表1

初中英语教材编写组编前培训活动

日期	专家	主题
2019年12月11日	国际教材编写专家Stephanie Ashford博士、Tom Smith博士	EFL textbook writing experience for German secondary schools
2020年7月20日	上海市初中英语特级教师施志红老师	上海市初中英语教材编选情况介绍
2020年7月21日	教育部义教英语课标修订组组长、上海外国语大学梅德明教授	义务教育阶段新课标制定情况介绍及漫谈
2020年9月24日	上海市教委教研室初中英语教研员、特级教师赵尚华老师	上海初中英语教研现状及教材试用情况
2020年11月20日	复旦大学社政学院心理学系副主任李晓茹副教授	青少年心理发展特点与规律
2020年12月22日	教育部义教英语课标修订组成员、北京师范大学程晓堂教授	对初中英语教材编写的建议
2021年3月18日	上海市初中语文教研员曹刚老师	关注学习经历,提升语言素养
2021年4月24日	同济大学梁洁教授	英语语音分析与教学
2021年6月26日	著名儿童文学作家秦文君老师	网络时代的多样童年
2021年7月14日	教育部义教英语课标修订组组长、上海外国语大学梅德明教授	义务教育英语课程标准与教材编写
2021年8月25日	上海市初中英语特级教师、世界外国语中学朱萍老师	创建初中英语多元互动课堂的实践分享
2021年8月25日	教育部义教英语课标修订组成员、北京师范大学程晓堂教授	英语教材中教学活动设计理念与技术
2022年5月31日	克罗地亚萨格勒布大学人文社会科学学院副教授Renata Geld博士	Grammar as a motivated system: lists of rules do not help
2022年7月11日	葡萄牙里斯本诺瓦大学(CETAPS, Nova University)Sandie Mourao博士	Pictures, words and the gaps between: The potential of picturebooks in early language learning
2022年7月21日	华东师范大学教师教育学院郭宝仙教授	中小学英语教师如何撰写高质量的教科研论文
2023年3月21日	克罗地亚萨格勒布大学人文社会科学学院副教授Renata Geld博士	Cognitive science and education: The fundamentals of classroom creativity and problem-solving
2023年8月30日	英国谢菲尔德大学Nigel Harwood教授	Research on English language teaching materials: old and new
2023年10月 24~25日	美国密歇根州立大学Koen Van Gorp博士	Task-based language assessment: foundations and design principles

表1

参考文献 22

[1]	Atkinson, D. & S. Corbitt. 2023. Exploring the principles applied during the production of an open writing textbook[J]. RELC Journal 55(3): 673-687.
[2]	Bell, J. & R., Gower. 2011. Writing course materials for the world: A great compromise [A]. In B. Tomlinson (ed.). Materials Development in Language Teaching[C]. Cambridge: Cambridge University Press. 135-150.
[3]	Dubin, F. & E. Olshtain. 1986. Course Design: Developing Programs and Materials for Language Learning[M]. Cambridge: Cambridge University Press.
[4]	Gray, J. 2010. The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks[J]. Applied Linguistics 31(5): 714-733.
[5]	Hadfield, J. 2014. Chaosmos:Spontaneity and order in the materials design process[A]. In N. Harwood (ed.).English Language Teaching Textbooks: Content, Consumption, Production [M]. London: Palgrave Macmillan. 320-359.
[6]	Harwood, N. 2014. English Language Teaching Textbooks: Content, Consumption, Production[M]. London: Palgrave Macmillan.
[7]	Harwood, N. 2021. Coda: An expanding research agenda for the use of instructional materials[J]. The Modern Language Journal 105(S1): 175-184.
[8]	Hidalgo, A.C., D. Hall & G. M. Jacobs. 1995. Getting Started: Materials Writers on Materials Writing[M]. Singapore: SEAMEO Regional Language Centre.
[9]	Howatt, A. P. R. & R. Smith. 2014. The history of teaching English as a foreign language, from a British and European perspective[J]. Language and History 57 ( 1): 75-95.
[10]	López-Barrios, M. & E., Villanueva de Debat. 2014. Global vs. local: Does it matter?[A]. In S. Garton & K. Graves (eds.). International Perspectives on Materials in ELT [C]. Hampshire: Palgrave Macmillan. 37-52.
[11]	Masuhara, H. 2022. Approaches to adaptation[A]. In J. Norton & H. Buchanan (eds.). The Routledge Handbook of Materials Development for Language Teaching [C]. Abingdon & New York: Routledge. 277-289.
[12]	Mishan, F. & I. Timmis. 2015. Materials Development in TESOL[M]. Edinburgh: Edinburgh University Press.
[13]	Mukundan, J. 2008. Multimedia materials in developing countries: The Malaysian ELT experience[A]. In B. Tomlinson (ed.). English Language Learning Materials: A Critical Review[C]. London: Continuum International Publishing Group: 100-109.
[14]	Norton, J. & H. Buchanan. 2022. The Routledge Handbook of Materials Development for Language Teaching[C]. Abingdon: Routledge.
[15]	Timmis, I. 2014. Writing materials for publication: Questions raised and lessons learned[A]. In N. Harwood (ed.). English Language Teaching Textbooks[C]. London: Palgrave Macmillan. 241-261.
[16]	Timmis. I., J.. Norton & H.. Buchanan. 2022. Theory and practice in material development[A]. In J. Norton & H. Buchanan (eds.). The Routledge Handbook of Materials Development for Language Teaching[C]. Abingdon: Routledge. 30-46.
[17]	Tomlinson, B. 2012. Materials development for language learning and teaching[J]. Language Teaching 45(2): 143-179.
[18]	Tomlinson, B. & H. Masuhara. 2018. A Complete Guide to the Theory and Practice of Materials Development for Language Learning[M]. Oxford: Wiley Blackwell
[19]	Xu, H., W. Ren & S. Yu. 2024. Collaborative materials design: How a school teacher, a university researcher, and a professional textbook writer interact[J]. RELC Journal 55: 625-639.
[20]	Yildiz, A. & N. Harwood. 2024. Why TESOL textbooks are the way they are: The constraints of writing for a global audience[J]. TESOL Quarterly 58 (2): 909-931.
[21]	束定芳. 2023. 教育生态理论视角下的中国外语教材理论体系构建[J]. 外国语(上海外国语大学学报)46(6): 20-32.
[22]	文秋芳. 2023. 构建大学外语教材编写理论体系[J]. 外国语(上海外国语大学学报)46(6): 2-11.