A Comparative Study On The Images Of Children In Chinese Textbooks Of Mongolian And Chinese Primary Schools

Chinese textbooks are the basis for students to acquire knowledge,cultivate ability,accumulate language and form good habits.They are the carriers of children's world outlook,outlook on life and values.Children are the future of a country and their growth and development will be affected in many ways.Because of children's immature mind,curiosity and impulse to imitate others,the image of children in primary school Chinese textbooks is similar to that of children,and it is easy to be accepted by children.At the same time,considering the reality of multi-ethnic in our country,this paper studies the image of children in primary school Chinese textbooks used in different ethnic cultures,and compares the similarities and differences between them.To explore the value behind it,to create a more perfect model for children to learn and imitate.The thesis takes 22 textbooks of grade 2 to grade 6 used by Inner Mongolia Education Press,Mongolian elementary school,and the people's Education Press,which are mainly used by the chinese elementary school for grade 1 to grade 6,as an analysis sample.Take the child image as the research object.On the basis of revising and drawing lessons from the former research framework,this paper analyzes children's image from the two aspects of external image and internal image,using literature method,content analysis method and comparative research method to analyze it.To understand the characteristics of children's images in the two editions of textbooks,and to analyze their commonness and differences.To summarize the problems in the image of children in the two versions of textbooks,Through attribution analysis,then thinks about the design of children's image in the textbooks,and puts forward appropriate suggestions,hoping that the image of children in the textbooks will be more perfect.By comparing the images of children in the two versions of textbooks,this paper argues that the image of children in two versions of textbooks has the following problems: male culture is the main part of the two editions of textbooks;Both tend to the culture of developed countries;but Han primary school Chinese textbooks advocate the mainstream culture;internal image:the image of children in the two editions of the adult tendency;the weakening of social awareness of public morality;However,Mongolian primary school Chinese textbook selection quality is not high,children's image is not rich.According to the existing problems,this paper analyzes the attributions from both external and internal aspects.External reasons: the influence of the concept of "inferiority of men and women" in Chinese history;the superiority of developed countries in economy and culture;determined by the dominant cultural capital in China.Internal reasons: the influence of educational policies on the image of children in textbooks;the ethnic differences and the differences in textbook compilers;the characteristics of Chinese textbooks themselves.Therefore,in view of the above problems,this paper puts forward some suggestions for improvement from two aspects at the end of the paper.It is hoped that textbook compilers can establish a correct gender view,balance the image ratio of boys and girls,enrich the image of minority children,respect the diversity of culture,and enhance the era of children's image in Mongolian primary school Chinese textbooks.Create a more real image of children.It is hoped that textbook users can interpret the image of children in textbooks in multiple ways,and analyze the background of children's characters.Through the mutual reference of the two editions of textbooks,it is hoped that the two editions of textbooks can present a more perfect image of children.