统编小学语文教科书中的家庭图景:迷思与重塑——一种教育社会学的审视  

The Myth and Reconstruction of the Family Prospect of the State-compiled Chinese Textbooks for Primary Schools:A Sociology of Education View

作　　者：魏善春[1] 林梓媛 WEI Shan-chun;LIN Zi-yuan(College of Educational Science,Nanjing Normal University,Nanjing,210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《基础教育》2023年第4期23-32,共10页Journal of Schooling Studies

基　　金：2023年江苏省研究生科研与实践创新计划项目《小学语文名师课堂回音的话语研究》(项目编号:KYCX23_1577)。

摘　　要：教科书建构的家庭图景对于学生认识家庭、树立家庭观念具有重要影响。以统编小学语文教科书为例,从家庭形态、家人关系、家庭功能及家庭分工对教科书中的“家庭”展开社会学分析。研究结果表明,教科书延续幸福和谐的核心家庭之迷思,在家人角色的刻画上隐含性别刻板印象,在家庭教育上彰显鲜明的时代特征与社会取向,在家庭图景的话语建构上运用了“我们”的论述视角。基于此,建议教科书的后续修订关注多元家庭文化的交融,适当呈现家庭形态的多重面向及真实的家庭冲突,丰满家庭女性角色的形象;教师在使用教科书时,应加强对自身家庭观念的反思,进行教科书的批判与再创造,丰富学生了解多元家庭文化的渠道。The family prospect presented in textbooks has an important influence on studentscognition and conception of family.Taking the‘family’in the state-compiled Chinese textbooks for primary schools as the study object,sociological analysis is carried out from the perspective of family forms,family relationships,family functions and division of labor in family.The results show that the textbooks perpetuate the myth of happy and complete nuclear families,imply gender stereotypes in the portrayal of family roles,highlight the social orientation in family education,and utilize the‘we’perspective in the discursive construction of family picture.Based on this,it is suggested that the follow-up revision of Chinese textbooks should focus on the integration of diverse family cultures,reasonably incorporate the multiple aspects of family forms,appropriately present real family conflicts and enrich family female roles.When using the textbooks,teachers should reflect on their own family concepts,criticize and recreate the textbooks and enrich the channels for students to learn about diverse family culture.

关 键 词：家庭 家庭图景 教科书分析 教育社会学 迷思 

分 类 号：G623.5[文化科学—教育学]