This paper uses the SEC consistency analysis model to analyze the consistency level of Reading and Thinking exercises in the 2019 high school English textbook and Curriculum Standards from dimensions of content theme and cognitive level. The results show that there is no statistically significant consistency between them. In terms of cognitive level, the Curriculum Standards pay more attention to “perceiving and identifying”, while textbook exercises tend to cultivate students' “locating and extracting” ability. In the content theme dimension, the proportion of the two in each dimension is basically the same, presenting the proportional order of content > structure > language. Therefore, some suggestions are put forward for Curriculum Standards, textbook compilation and teacher reading teaching.

Guo Yanyan, Zhang Liping. A Study on the Consistency between Textbook Exercises in PEP 2019 High School English Textbooks and Curriculum Standards Based on SEC Consistency Analysis Model. International Journal of New Developments in Education (2024), Vol. 6, Issue 2: 11-17. https://doi.org/10.25236/IJNDE.2024.060203.

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