A Study On The Roles Of The Father In The Chinese Textbooks Of Primary School

The number on the role of father in the textbooks,external image and internal mental image and the style distribution were studied in this research,which is based on the absence of father and a large number of left-behind children' social reality,using the statistical research,literature research,comparative analysis and other research methods,with the father in Piaget theory and the cognitive development theory.Four versions were taken as samples:the People's Education Press 1993 edition,the People's Education Press 2001 edition,Shanghai Education Press edition and Jiangsu Education edition,which have great influence since the reform and is widely used.The purpose of the study is to discover whether the role of the father in the textbook is conducive to the construction of students' psychological "father",of students' accumulation on the life experience of language learning.Introduction part describes the background of the topic,the research significance,the definition of the concept,the related research review,the theoretical basis,research design and research content as well as research methods.Chapter one lay emphasis on the study of the frequency of father's roles,the number of texts,and ratio of leading role and supporting role.Through the comparison of the number of parents' roles,the parents' dislocation phenomenon in primary school Chinese textbooks was discovered.Chapter two makes a statistical analysis of the social occupation,nationality and age of the father's role in the Chinese textbook of primary school,and believes that the degree of diversification of the father's role should be improved.Chapter three studies the internal mental image.The study concluded that the intrinsic mental image of the father's role can not meet the expectations of the students.Chapter four analyzes the distribution of the texts style.Through the analysis,we believed that the style distribution did not follow the differences in the psychological development of students.The thesis hold that father roles is not only unable to build students' psychological father reign,accelerate the development of students' mental health;also can't help accumulate language learning needs of life experience and promote students' Chinese learning for sustainable development.According to the research conclusion,two suggestions are given.One is to the elementary school language textbook compilation: according to the construction of the reignof students' psychological father and accumulation of Chinese learning needs of life experience,in the course of primary school Chinese textbook compilation should be appropriate to increase the proportion of father role selection frequency,diversification of father role,selection of father role image with the psychological differences between the students of father psychological expectations,stylistic distribution with different age period.The other is to Chinese teachers: teachers should play a subjective initiative,promoting teaching reform,development and rational utilization of the father role teaching resources,reasonable guide students,help the students build a high-quality psychological father eutopic and positive language learning experience.Of course,based on students' psychological father eutopic and accumulation of life experience of language learning needs,how to design teaching,provide what the role of the father resources to compensate for the textbook problems still need further efforts in the future.