小学语文教材插图中的性别形象差异研究
Research on Gender Image Differences in Illustrations of Primary School Chinese Textbooks

以人教社现行版和旧版小学语文教材为研究样本，从出现频数、职业类型、活动场景以及导向促进功能四个维度，采取定量和定性的分析方法，对教材插图中的性别差异进行分析。研究发现，两版教材插图中的男性和女性在出现频数、职业类型和活动场景中性别差异显著，存在一定的性别不平等和性别刻板印象；在导向促进功能上，现行版语文教材较旧版有了明显改善，维持了性别平等。尽管现行版教材有所改进，但小学语文教材插图中的性别偏差和刻板印象较为明显。因此，创建多元化插图编辑团队和审查小组、增强编者性别平等观念并重视女性视角的引入以及倡导教师对教材的多元解读以纠正性别刻板印象将成为教材编写者和教师需要关注的重点。
Taking the current and old editions of primary school Chinese textbooks of People’s Education Press as research samples, this paper adopts quantitative and qualitative analysis methods to analyze the gender differences in textbook illustrations from four dimensions: frequency, occupation type, activity scene and orientation promotion function. The study found that there are significant gender differences in the frequency of occurrence, occupational types and activity scenes between men and women in the illustrations of the two editions of textbooks, and there are certain gender inequalities and gender stereotypes; in the orientation promotion function, the current version of the Chinese textbook has been significantly improved compared with the old version, maintaining gender equality. Although the current version of the textbook has been improved, the gender bias and stereotypes in the illustrations of primary school Chinese textbooks are more obvious. Therefore, creating a diversified illustration editing team and review group, enhancing the concept of gender equality of editors and attaching importance to the introduction of female perspectives, and advocating teachers’ multiple interpretations of textbooks to correct gender stereotypes will become the focus of textbook writers and teachers.