作为课堂教学的教师,视导员,或者是教科书委员会的委员,我们当中的许多人,都有责任对作为第二语言的英语起点教材作出评价。我觉得,我们经常勉强地进行这样一种评价,并且感到,我们对于究竟是根据什么作出判断,如何描述这些判断都是没有什么把握的。简单说来,我们发觉,我们自己缺乏一种有效的、系统化的评价手段。教科书评价标准的整体,能够在许多方面有机地组织起来。对于整个体系,这里提出这样的建议,即评价标准一向分为四类:发音、语法、内容和总体。 As a classroom teacher, an instructor, or a member of a textbook committee, many of us have a responsibility to evaluate the starting point for English as a second language. In my opinion, we often make such an assessment reluctantly and feel that we are not sure as to exactly what to judge and how to describe these judgments. In short, we find ourselves lacking an effective and systematic method of evaluation. The overall evaluation criteria for textbooks can be organically organized in many ways. For the whole system, here is the suggestion that the evaluation criteria have always been divided into four categories: pronunciation, grammar, content and overall.