初中英语新教材插图的性别表征对比研究

A Comparative Study of Gender Representation in Illustrations of Middle School English Textbooks

摘要: 作为教材的重要组成部分，插图关涉立德树人的根本任务。本研究旨在探讨教材插图对学生性别观念的潜在影响，为教材编写者提供有关性别平等在插图设计方面的建议，提高教育工作者对教材中性别表征问题的认识。本文主要从视觉设计语法视角出发，对七年级上册初中英语教材插图的再现功能、互动功能和构图功能进行分析以探究插图中的性别表征。研究发现，从视觉设计语法的三个功能看，人教版教材插图都基本上遵循男女平等的原则。而外研版教材插图中，从互动功能角度看，插图中不存在明显的性别歧视；但从再现功能和构图功能的角度看，教材插图中男性更多位于视线聚焦处，且更常处于图片右侧和中心位置。因此，外研版教材存在一定的性别不平等情况。最后，笔者基于该研究结果提出三点建议，希望有助于提升学生的性别平等意识。

Abstract: As an important component of textbooks, illustrations are related to the task of cultivating virtue and nurturing people. This study aims to explore the potential impact of textbook illustrations on students’ gender concepts, provide suggestions for textbook writers on gender equality in illustration design, and enhance educators’ understanding of gender representation issues in textbooks. This article mainly analyzes the representational meaning, interactive meaning, and compositional meaning of illustrations in PEP Book 7A and NSE Book 7A, in order to explore the gender representation in illustrations. Research has found that from the three perspective of visual design grammar, illustrations in PEP Book 7A generally follow the principle of gender equality. From the perspective of interactive meaning, there is no obvious gender discrimination in the illustrations of NSE Book 7A. However, from the perspective of representational meaning and compositional meaning, males tend to be in the spotlight and positioned on the right and center of the image. Therefore, there is a certain degree of gender inequality in the textbook of Foreign Language Teaching and Research Press. Finally, based on the research results, the author proposes three suggestions, hoping to help enhance students’ awareness of gender equality.