Comparative Analysis Of Ideology In High School Literature Books

"The selection of teaching content" issue has always been the focus of theeducation sector and society as a whole and the most important issue. Since the20thcentury, from Spencer’s "What knowledge is most valuable "to Apple by" whoseknowledge is most valuable ", it is not difficult to see the ideological issues in thecurriculum have become increasingly prominent. Selecting textbooks and heritage,especially the ideological and moral culture presented in the textbooks, the subject isbound to affect the individual’s worldview and values of education, even on thenational cultural heritage adversely and affecting the development of "harmony" insociety.In this study, mainly from the perspective of political science textbook analysis,sociology of education and curriculum sociology as the theoretical background, highschool literature books’ content selection and content changes as the object, with theuse of the sociology of knowledge, the sociology of curriculum, sociology ofeducation and cultural reproduction theory in-depth theoretical study and explore thecontents of the1990-2004PEP high school language, politics, history textbooks. Theresearch process always focuses on the education decision-makers on thesocio-cultural system planning and selection of the main line and formation-contentchanges in the textbooks analyzed. On this basis, from the reality of high schoolliterature books content selection and content on the corresponding changes in thecauses, I try to figure out the effects. In this way, in order to do something with theformulation of relevant policies and teaching materials on the choice of phenomena toprovide practical and theoretical basis for the purpose to complete the process ofreflection on the problems of changes in the teaching materials.The analysis found that the contents of the textbook choice that form curriculumculture are manifested in the national, political and ideological tool of the case.Therefore, China’s compulsory education textbook selection, the inheritance is toreflect the state ideology of mainstream culture. Mainstream classes through control of knowledge of screening textbooks and teachers’ personal knowledge, and thus thetransformation and reconstruction of the life world of students, and culturalreproduction through the imparting of "knowledge’s legalization".Under thediscipline and shape of the "legal learners" to complete the reproduction of society.Therefore, curriculum education’s social problems can not be overlooked.