Study On Child Images In The Primary School Chinese Language Textbooks Compiled By The Ministry Of Education

Primary school Chinese language textbooks are developed for the purpose of teaching Chinese language in primary schools,and they have been evolving with changes in teaching content.Language textbooks are an important reflection of national education policies and Chinese curriculum standards.They serve as important vehicles and tools for students to learn knowledge,improve skills,and develop their personalities.Therefore,they play an irreplaceable role in the physical and mental health development of students.This paper takes the twelve volumes of the Ministry of Education’s primary school Chinese language textbooks from grades one to six as the research object.By using a combination of previous research frameworks and methods such as text analysis,observation,and interviews,this paper explores the child images and educational values in compulsory education Chinese language textbooks.The paper is divided into five parts: the introduction,statistical analysis of child images in textbooks,analysis of the roles of child images in textbooks,analysis of the presentation modes of child images,and investigation of teachers’ and students’ perceptions of the child images in textbooks.The conclusion and suggestions are presented based on the study of child images and their values in textbooks.The study found that there are problems such as gender imbalance,stereotyped gender roles,adult-oriented tendencies,and uneven national distribution in the child images in textbooks.The educational value of child images mainly lies in enhancing knowledge accumulation and improving thinking quality;deepening moral cognition and promoting moral literacy;cultivating aesthetic cognition and establishing correct aesthetic concepts;and fostering a sense of labor and enhancing labor quality.Accordingly,some suggestions for textbook compilation and teacher instruction are put forward,including giving importance to gender equality,ethnic diversity,image diversity,and child perspectives in textbook selection;emphasizing child images and providing correct interpretations of them in classroom instruction;and appropriately expanding the background of selected texts and extending high-quality children’s literature.