| Li De Shu Ren is the fundamental task of school education.As the important carriers of values,textbooks play an indispensable role in the implementation of disciplinary education.Nowadays,research on the representation of values in the textbooks has attracted much attention.However,the study on the representation of values in the senior high English textbooks is still relatively incomplete,especially the research from the multimodal perspectives.Therefore,to better realize the educational goal of English curriculum,the present study combines textbook analysis and textbook use,and analyzes the values represented in the senior high English textbooks.Based on the Attitude System of Appraisal Theory(Martin & White,2005)and the Visual Grammar(Kress & van Leeuwen,2006),the present study makes an analysis of the NSE textbooks(2019),and interviews three senior high English teachers in Qingdao to answer the following three research questions:(1)What types of values are represented in the NSE textbooks? How are they distributed?(2)How are these values realized by verbal texts and visual images in the NSE textbooks?(3)How do teachers integrate the values in the textbooks in their classroom teaching?Firstly,the present study constructs an analytical framework of representation of values,dividing the values into three categories,namely,personal values,social values,and natural values.Personal values include two sub-levels: behaviors and habits and mentality,social values include four sub-levels: family,community,state,and globe,and natural values contain protection and exploration.The present study adopts the content analysis method to statistically analyze and describe the values in the textbooks.Secondly,the present study constructs the framework of realization of values,making a multimodal analysis of the texts and images in the textbooks.Finally,interviews are conducted to investigate teachers’ use of the textbooks,with a focus on their integration of the values in the textbooks.The results show that: Firstly,in the NSE textbooks,social values account for the largest proportion,followed by the personal values,while natural values take up the smallest proportion,among which the social values of respect for diverse cultures at the globe level and cultural confidence at the state level are the most frequent values in the NSE textbooks.Secondly,in terms of language,the values in textbooks can be articulated by the attitudinal resources,among which appreciation resources account for the largest proportion,followed by the affect resources and judgement resources,and the positive attitudinal resources outnumber negative attitudinal resources.In terms of images,the values can be embedded in the visual images by the use of vectors,scenario design and multimodal metaphor.The personal values and social values are mainly realized by the images with human participants,while natural values are more embedded in the images without human participants.Thirdly,the interview results show that all three teachers agree that the textbooks are infused with abundant values,and language teaching should be integrated with values education in classroom teaching.However,they adopt different integration strategies of the values in the textbooks,namely,score-orientation,reading comprehension-orientation,and ideology-orientation,which are mainly influenced by their beliefs and visions of the curriculum and students’ English foundation.This study has positive implications.For teaching,this study provides theoretical and methodological guidance for English teachers to interpret the values in the textbooks and integrate them into classroom teaching.In the textbooks writing,the present study can provide some reference for the compilation and revision of textbooks.In terms of academic research,this study is helpful for the academic and educational circles to further recognize the cognitive and practical issues,so as to develop the concept of Li De Shu Ren and promote its practice. |
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