| The "Outline for the Development of Chinese Women(2021-2030)" issued by the State Council mentions "strengthening the gender equality assessment of teaching material compilation,curriculum setting,and teaching process.Include gender equality content.”Through the review of relevant literature,we found that contemporary textbooks have varying degrees of gender bias and stereotypes when writing instructional materials.Since the 1970 s,the trend of feminist education thoughts has gradually attracted attention in various countries,and has focused on the field of education.Our country does not have enough understanding and consideration of the long-standing implicit gender bias and discrimination in curriculum materials.How to highlight social gender concepts in invisible curriculum has become an increasingly important topic.Despite numerous reforms in Chinese education over time,gender bias and stereotypes persist in textbooks.This study takes the Chinese textbooks published by People’s Education Press for grades1-6 of primary schools and the English textbooks of G1-G6 in the Treasures series of primary schools published by Mc Graw-Hill Company as the research objects,and conducts research from the two dimensions of external image and internal image Analytical research,the latitude of text analysis is mainly divided into image analysis,in which image analysis involves the analysis latitude of internal image analysis(moral image and moral quality)and external image analysis(age,occupation,era,country).The research methods used in this study include literature research,text analysis,comparative research and critical discourse analysis.Through quantitative and text analysis methods,the stereotypes still exist in textbooks,and explore the relationship between course content and power control And the Western textbook analysis theory is explained,the value orientation system of textbooks is deeply analyzed,and finally the discourse analysis system of textbooks is critically interpreted. |
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