教科书性别角色观念及形成机制分析--以人教版数学教科书为例

The concept of gender roles in textbooks and its formation mechanism:a study of the mathematics textbooks in China

通过对“性别”相关的文字和插图的文本语言分析发现,我国数学教科书倾向于表达男性的社会地位高于女性;男性比女性负有更多更重要的社会责任;男性比女性更聪明、更有成就、更具有探索和创新精神。教科书这种性别角色观念的形成是一个由宏观至微观转化的过程,主要经历观念选择——观念渗透——语言组织等环节。文化观念是教科书性别角色观念形成的起点,话语生产主体选择文化中的某些观念,而“小传统”文化观念滋生教科书性别角色观念;观念渗透阶段是在“观念选择”的基础上进一步传播某些社会文化观念,保障性别角色观念的顺利形成;语言是教科书表达主流价值观的主要途径,经过各种语言要素与策略组合这一环节,编制者意欲传播的性别角色观念才能显现在教科书中。

Through the analysis of“gender”and its related codes,it is found that Chinese mathematics textbooks tend to express the ideas that the social status of men is higher than that of women.Men have more important social responsibilities than women.Men are smarter,more accomplished,and more exploratory and innovative than women.The formation of such a concept of gender roles in textbooks is a process of transformation from the macroscopical perspective to the microcosmic,which mainly undergoes the process of concept selection,concept penetration,language organization and so on.Cultural concept is the starting point of the formation of the concept of gender roles in textbooks.Discourse producers choose some concepts in the culture,while the cultural concept of“small tradition”breeds the concept of gender roles in textbooks.Concept penetration has further disseminated some social and cultural concepts on the basis of concept selection to ensure the smooth formation of the concept of gender roles.Language is the main way to express the mainstream values in textbooks.Only through the combination of various language elements and strategies can the concept of gender roles that the compilers want to disseminate appear in textbooks.