A Study On The Problem Of Female Character Writing In Primary School Language Textbooks And Its Improvement

Language textbooks are an important channel for students to acquire knowledge and develop their emotional attitudes and values.At the same time,the female roles portrayed in language textbooks invariably influence the formation of students’ gender consciousness,gender value orientation and gender role norms.In addition to this,language textbooks are also very helpful in promoting the socialization of students’ gender roles,establishing a correct gender perspective and cultivating a sound personality.However,from the previous studies,the gender culture conveyed in language textbooks does have female stereotypes.Thus,this paper takes the Ministry of Education version of elementary school language textbooks(grades 1-6)as the object of study and combines the framework and research ideas of previous studies to count the arrangement and content shaping of female characters in elementary school language textbooks and explore what stereotypes of females exist in them.Based on the stereotypes of women in textbooks,we then explore the use of picture books as a vehicle for language teaching in order to explore strategies for improving the stereotypes of women in textbooks.This paper consists of five parts.The first chapter is the introduction,which introduces the reason for choosing the topic,the purpose of the study,and the content of the study.The second chapter is the theoretical overview section,which focuses on the definition of core concepts and the paths through which the content of female characters in language textbooks has an impact on students.Firstly,the connotations of female stereotypes and textbooks are clarified.Secondly,the theoretical basis for improving female stereotypes based on picture books is discussed from the perspectives of gender theory,cognitive development theory,dual coding theory,and Comenius’ and Ushinsky’s intuitive education ideas.Finally,the process of constructing sexual gender impressions in textbooks and picture books is proposed from the perspective of curriculum sociology.The third chapter includes the layout characteristics of female characters and statistical analysis of female characterization in the Ministry of Education’s elementary school language textbooks.In terms of arrangement,statistical analysis is conducted mainly from three aspects: the number of female characters arrangement,the position arrangement of female characters,and the comparison of gender characters arrangement,so as to derive the arrangement characteristics of female characters in textbooks.In terms of female characterization,the analysis was conducted with the help of Nvivo 11 plus,and statistics and analysis were conducted from two aspects: adult female characters and underage female characters,so as to conclude which female stereotypes exist in the female characters in textbook compilations.Chapter 4 is a study on improving the stereotypes of female characters in textbooks based on picture books.Students in two classes of third grade in M city were selected as the experimental class and the control class,and the experimental class was studied in the corresponding teaching experiment.Before the experiment,a pre-test was administered to find out how the students in the two classes were influenced by the female roles in textbooks and the degree of female stereotypes.After the experiment,the effect of picture books on improving female stereotypes in textbooks was understood by comparing the degree of female stereotypes in the experimental class and the control class with the post-class picture book feedback sheets of the experimental class students and interviews with the cooperating teachers of the experimental class.Chapter 5 presents operational suggestions for picture books to improve stereotypes of female characters in textbook compilations.First,develop language teachers’ gender awareness before class.Second,specific suggestions are made to accompany the teaching of picture book lessons in language reading and writing classes.Finally,a reflective journal for teaching is complemented at the end of the lesson.Overall,there are stereotypes of female roles portrayed in the Ministry of Education elementary school language textbooks,and these gender stereotypes affect elementary school students’ perceptions of female roles.Given the slow nature of textbook changes,this paper proposes and verifies how to improve female stereotypes in textbooks with picture book incorporation,and ultimately suggests appropriate picture book incorporation.