An Analysis Of The Selection And Presentation Of Traditional Culture In High School Chinese Textbooks Based On Discourse Analysis Theory

Based on discourse analysis,the traditional cultural content of high school Chinese textbooks is the main innovation point of this research,and high school Chinese textbooks have compiled traditional cultural education content for the implementation of the new curriculum reform concept.In the face of the texts of the unified high school Language textbooks that have been compiled,it is the responsibility of language course researchers to explain the meaning of these texts.This paper takes the traditional culture education content in the high school Chinese textbook as the research object,embeds the research method of discourse analysis,explains the curriculum significance contained in the texts related to traditional culture education in the textbook from the two perspectives of content selection and presentation,and digs deep into the educational value and significance of the traditional culture of the textbook.In view of the current problems in the field of language textbook research,the problems to be solved are: What is the principle of traditional cultural content selection of unified high school language textbooks? How do text producers speak about textbook traditions? What is the interaction between selected and non-selected texts on traditional cultural content? What is the interaction between the discourse system of traditional cultural content in textbooks and the social context? What kind of inspiration can the content arrangement of textbooks traditional culture provide for teachers’ teaching and students’ learning? Based on research questions,in view of the new trends in the field of contemporary textbook research,the discourse analysis method is used to conduct research on the selection and presentation of traditional cultural content of high school Chinese textbooks.First of all,the textbook is placed in the context of the new curriculum reform,language curriculum standards and core literacy,and the principles of traditional cultural content selection in textbooks are analyzed in detail.Through research,it is found that the selection of traditional cultural content in textbooks is indeed inseparable from the influence of social context,and the goal orientation of core literacy of language disciplines,multi-dimensional contextual information,and the prominence of students’ subject status will affect the production and dissemination process of textbook traditional cultural content.After that,based on the analysis of the rationale for the selection of traditional cultural content in textbooks,combined with the relevant theories of discourse analysis at home and abroad,further analysis of the discourse expression of selected texts and non-selected texts of traditional culture in language textbooks,through research,it was found that textbooks formed a set of rigorous discourse generation mechanisms when presenting traditional cultural content,including naming mechanism,claim mechanism,argumentation mechanism,perspective conversion mechanism and strengthening mechanism,these five discourse generation mechanisms affect the choice of texts by text producers.It also affects the teaching of teachers and the learning of students.Finally,based on the relevant theoretical analysis of the discourse generation mechanism,it is found that the operation of the discourse generation mechanism must rely on a certain discourse realization form to be presented,and metaphors,presets and modalities are very important discourse realization forms when language textbooks present traditional culture.In this way,the discourse system of traditional cultural content selection and presentation is constructed and the educational value is discovered.