Change And Unchanging: A Survey Of Gender Images In Chinese Textbooks For Primary And Middle Schools

The textbook is the official carrier of the national curriculum standards through official organization,compilation,review and other procedures.The textbook text as the authoritative interpretation of the curriculum standards includes not only the content of knowledge and skills,but also the historical context and social and cultural concepts behind it.In fact,the content of the textbook can be considered as the textual representation of knowledge,the re-emergence of social concepts and the implicit value judgment.As a child of social culture,gender culture naturally permeates the text of the textbook.The mother tongue teaching materials make the gender concept of the transmitted knowledge more significant than other textbooks because of the life,situational and cultural characteristics of the transmitted knowledge.The influence of educated people is also stronger.Starting from September 1,2017,the "Language","History","Ethics and Rule of Law" in the initial grades of all public primary and secondary schools nationwide will be activated by the Ministry of Education(also known as the editorial).After the three-year transition period,by 2019,the textbook will cover all grades in the compulsory education stage.Based on this,this study intends to conduct a gender analysis of a total of eight volumes of primary and secondary school textbooks that have been published and used in the first half of 2018,from the frequency comparison of male and female roles,the social identity of male and female roles,and the social undertakings.The personality traits of male and female characters are compared in three dimensions to quantify the gender information in the textbooks,and the results are compared with the corresponding literary textbooks,Hong Kong national language textbooks and American mother tongue textbooks.According to the comparison results,it is concluded that compared with the last revised version of the eight-volume primary and secondary school textbooks,the degree of gender bias in the 2018 volumes of the eight volumes of the textbooks in the same volume is generally magnified,and the male gender center tends to More significant.The textbooks and Hong Kong textbooks are generally focused on the shaping of male characters.There are single gender central tendencies and female image rigidities in the characters' performance,occupational types and attributes,and personality characteristics.The presentation is more reasonable than the textbook.American textbooks have no obvious gender bias in the presentation of male and female protagonists,the creation of occupational and personal images,and the roles of men and women in the textbooks are all three-dimensional,diverse and flexible,reflecting a more equal gender concept.The thesis uses relevant gender development theory and feminist theory to discuss the practical problems related to this research,and puts forward some suggestions on how to eliminate the gender bias in the textbook and how to correct the adverse effects on students.The direction of the research has been prospected.