Literature Review of Junior High School English Textbooks Based on English Core Competencies
DOI:
https://doi.org/10.61360/BoniCETR252018871001Keywords:
core competencies, textbook analysis, language ability, cultural awareness, thinking capacity, learning abilityAbstract
This study conducts a systematic literature review of junior high school English textbooks based on the framework of English core competencies, with a specific focus on the new edition published by Foreign Language Teaching and Research Press. By integrating theories of holistic education and core competencies, the research analyzes textbook structure and content design through four key dimensions: language ability, cultural awareness, thinking quality, and learning ability. The findings reveal significant progress in thematic unit organization, progressive language skill development, and cultural content enrichment in current textbook development. However, persistent challenges include insufficient authentic language materials, disproportionate representation of Western culture, inadequate high-order thinking activities, and insufficient stimulation of learning motivation. To address these issues, this study proposes the following recommendations: teachers should shift from knowledge transmission to competency cultivation by incorporating authentic contextual tasks, cross-cultural comparative activities, critical thinking exercises, and adding student-centered engaging content to promote comprehensive competency development.
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Copyright (c) 2025 Yujun Yao, Yujie Su, Pingping Shi, Yumeng Zhang, Fangfang Jin
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