[Analysis of leaders in primary school Chinese textbooks] Primary school Chinese textbooks

Chinese textbooks are an important carrier of culture, and political, economic and cultural changes will be directly reflected in the textbooks. Chinese textbooks for primary schools are cultural communication tools for the special group of primary school students. The content of the current Chinese textbooks for primary schools mainly expresses the inheritance and development of culture through the selection of texts. This paper expounds the choice of leaders in Chinese textbooks for primary schools.

Firstly, the anthology of leaders in Chinese textbooks for primary schools published by People's Education Publishing House in 2004 is counted.

Table 1 specifically lists the selected articles related to leaders in the twelve volumes of the Chinese Textbook for Primary Schools. The data shows that: firstly, there are 1 1 articles related to leaders, accounting for 3. 1% of the total articles. Second, the selected leaders are mainly: Deng Xiaoping, Mao Zedong, Zhou Enlai and Lenin. Among them, Deng Xiaoping 2, Mao Zedong 4, Zhou Enlai 3 and Lenin 2. Third, as far as the country is concerned, except Lenin of the Soviet Union, all the others are leaders of China. Fourth, there are children, adults, ordinary people and special groups related to leaders: there are Han people and ethnic minorities. Although there are only 1 1 articles, we can still see the diversity of relevant characters' choices.

Second, some characteristics and shortcomings of leaders' selection in Chinese textbooks for primary schools.

First of all, China's Chinese characters account for a great deal. This data is not only reflected in the choice of leaders, but also in the whole primary school Chinese textbook. In 2004, the Chinese textbooks for primary schools published by People's Education Press kept their own cultural contents, but also began to absorb foreign cultures and strengthen international cultural exchanges. On the issue of Chinese and foreign cultures, both the country and the content of selected articles tend to be diversified. Among them are Russia (including the Soviet Union), the Netherlands, Switzerland, Italy, Germany, France, North Korea, Canada, Thailand, Latin America, Denmark, Britain, the United States, ancient Greece and other countries. There are types such as science, nature, scenery, character building, and works that reflect the lives of foreign children. These selected essays are helpful to reflect the diversity of world cultures, and at the same time, students can understand foreign cultures more accurately. From the choice of leaders, we can see that foreign leaders were properly considered and Lenin was chosen as the representative. However, it's a little too narrow. Now China society is gradually connecting with the world, and primary school students are beginning to learn English. In such an environment, they should also enhance their understanding of western culture. Children need a more comprehensive cultural influence, not too single.

Second, while paying attention to leaders, the teaching materials also introduce minority cultures. The unforgettable Songkran Festival is the story of Premier Zhou and the Dai people. China is a multi-ethnic country, and the culture of ethnic minorities is very important. "Minority culture is an important part of China's cultural treasure house. It has a long history, colorful and precious. Once it disappears, it will never be copied again, just like the biodiversity of life is destroyed. " The inheritance of minority cultures plays an important role in maintaining the cultural diversity of China. Paying attention to national culture in teaching materials can enhance students' sense of identity with national culture. Because most students focus on Chinese culture in the learning process, it is not conducive to students' correct understanding of national culture. In 2004, the primary school textbooks published by People's Education Publishing House clearly showed that the attention paid to minority culture was very limited, and only 6 of more than 300 texts were related to minority culture. The scene where leaders and Dai people are happy together has a very effective demonstration effect for students. On the one hand, we can get in touch with the unique customs and beliefs of ethnic minorities, on the other hand, we can better integrate various cultures. As Professor Xing Teng said: "The education of multi-ethnic countries should not only carry the function of conveying the achievements of human culture, but also carry the function of conveying the excellent traditional culture of its mainstream ethnic groups, and also carry the function of conveying the excellent traditional culture of its ethnic minorities." In recent years, the problems of ethnic minorities in China have become increasingly prominent, and it is even more necessary to cultivate students' correct national concepts and correct understanding of national culture from an early age. In particular, it is more important to establish the concept of children in ethnic minority areas. Chinese textbooks for primary schools should not only reflect national integration politically, but also reflect national integration culturally.

Thirdly, in the choice of leaders, some leaders, such as Mao Zedong, Zhou Enlai and Lenin, appear too frequently, and generally there are about three articles about the same person. This arrangement can't make students fully understand the personalities of various figures in the elite. Primary school students' initial contact with the image of great men is too concentrated, which is not conducive to students' overall understanding and their understanding of leaders is too limited. In addition, we should also see that being a leader is not perfect, but also has human weaknesses. For example, loyalty is buried everywhere in Castle Peak, which reflects Chairman Mao's contradictory psychological struggle as a father and leader and shows us a more real person.

Fourth, in the selection of essays, we need to consider the specific age characteristics of students and their occupations. For example, the child described in Unforgettable Day who operates a computer for Deng Xiaoping is only 10 years old, but such opportunities are rare. This makes children both envious and feel far away. When Chairman Mao was in Huashan, the story of Mao Zedong during the wartime was shown in "The Man Who Draughts Never Forgets the Well", but it is difficult for primary school students to understand this experience now. Especially in the second semester, I chose the topic "Don't forget to dig a well", which was not suitable for the psychological condition of children's growth at that time. When we choose leaders, we can also learn from the experience of others. Compared with the mainland, Hong Kong textbooks not only show the patriotic feelings of great men and heroes, but also examine and show the patriotic feelings from the perspective of "civilians", that is, describe the patriotic feelings of ordinary people. Starting from the life of ordinary classes, students will feel more cordial when reading.

Fifth, the leaders are all men. Such a choice will make female students have a misunderstanding. In 20001year, the Outline for the Development of Children in China (200 1-2010) stipulated that "the awareness of gender equality should be included in education." We must pay full attention to this gender cultural issue. The results of American research show that students who have been exposed to gender equity textbooks are more likely to have the following characteristics than other students: (65,438+0) There is no gender bias against the knowledge of human society; (2) Have more open thinking and more accurate gender role behavior; (3) It tends to imitate gender role behaviors in textbooks. Because of this, Chinese textbooks, as the basic reading materials for children in early childhood, play an important and subtle role in forming a correct gender concept for young people in China. Our textbook editors must make constant efforts to cultivate students' more reasonable concept of gender. The current Chinese textbooks for primary schools still define women in the traditional sense, which is not conducive to students' correct understanding of the real status of women and men in the current society. It seems that there are only men in the leadership, which is not conducive to female students to correctly choose their own life ideals. In primary education, we must balance the gender issues between men and women.

Thirdly, it analyzes the reasons why the protagonist chooses the present situation in Chinese textbooks for primary schools.

First, the influence of ideology on Chinese textbooks. Economic foundation determines superstructure, social existence determines social consciousness, and natural language textbooks reflect mainstream ideology to some extent. As Mr. Zhang Chuanzong, a consultant of new Chinese textbooks for middle schools in the 2 1 century compulsory education stage, said, "Chinese textbooks are the basic tools of ideological education. The focus of ideological education in Chinese class is patriotism education, love for the production party and the People's Liberation Army, love for labor and working people, revolutionary tradition education, national fine tradition education, moral quality education in modern society and thinking training in reading, writing, listening and speaking. " This demand will lead to a certain conservative tendency in the selection of articles, and we must be cautious in the operation. In order to take care of orthodoxy and authority, Chinese textbooks will inevitably have a negative impact on students' freedom and pluralism. In the choice of leaders, the influence of ideology is normal, but the balance with students' needs should also be considered when compiling the content of teaching materials.

Second, the tradition of textbook compilation has influenced the compilation of current textbooks. The formulation of any curriculum can't come out of thin air and start a new stove, and its changing process is very slow. The experience of compiling textbooks in the past 50 years since the founding of New China is of great value. The compilation of teaching materials is also a process of unification of inheritance and innovation. The new textbooks we use now continue the tradition of selecting texts and compiling textbooks, and most of the textbooks are arranged in units; Pay attention to the selection of famous works, give consideration to cultural connotation and flavor of the times, and pay equal attention to ideological and aesthetic taste. In fact, the compilation of junior high school Chinese textbooks in the new century curriculum standard is based on the analysis and inheritance of tradition, which reflects a certain historical inheritance. Therefore, the compilation of textbooks is bound to be influenced by the tradition of the original textbook compilation, and this influence cannot be completely eliminated.

Third, the influence of tradition. Although the traditional concept of China has gradually changed, its stable structure cannot be fundamentally changed in a short time. China society has been dominated by men since ancient times, and men are absolutely dominant among natural leaders. Although there are some prominent female images, they are all relatively thin. It is believed that with the increasing number of outstanding female figures, the situation that male leaders dominate the world in teaching materials will be gradually changed.

In Chinese teaching material analysis, we can see that this classification still has some limitations. Although we directly listed the articles related to leadership, we can see that the focus of these articles is different, some focus on leadership, and some focus on other aspects. This classification and analysis only provide a reference for us to study Chinese textbooks in primary schools. Textbook compilation is a complicated work, and continuous research and improvement can make continuous progress.

In short, the compilation of Chinese textbooks is a difficult and sustainable development process. With the continuous development of society, Chinese textbooks need to keep pace with the times and stand the test of the times. Students learning Chinese textbooks can not only obtain cultural needs, but also play a guiding role in actual daily life.

(jiaying university, Meizhou, Guangdong 5 140 15)