初中英语教材中人名的历时分析与思政隐喻解码

A Diachronic Analysis of Names in Junior High School English Textbooks and the Decoding of Political and Ideological Metaphors

摘要: 素质教育深化与课程思政背景下，义务教育英语课程转向工具性与人文性的统一，课本文化表征方式随即改变。而人名作为隐性文化符号，兼及语言习得与价值形塑。本研究以人教版三套初中英语教材为语料，运用Wmatrix语料库工具量化分析与话语分析相结合的方法，考察了教材中中国人名的历时分布特征与角色功能演变，从而管窥初中英语教材如何反映教育政策导向与文化表征侧重的转变。研究发现，教材人名的历时变化本质上是教材文化导向在微观符号层面的反映，体现着人教版初中英语教材从国际化导向到显著侧重西方文化，最终迈向文化导向重构的转型路径，为核心素养时代的英语教育提供了微观实证依据。

Abstract: In the context of the deepening of education for all-round development and the integration of curriculum ideology and politics, compulsory education English curriculum has shifted toward a balance between practicality and humanities, and the cultural representation methods in textbooks have changed accordingly. Personal names, as implicit cultural symbols, play a dual role in language acquisition and value formation. This study uses three sets of junior high school English textbooks published by the People’s Education Press (PEP) as its corpus, employing a combination of quantitative analysis using the corpus tool of Wmatrix and discourse analysis to examine the diachronic distribution characteristics and functional evolution of Chinese names in the textbooks. This provides insights into how junior high school English textbooks reflect shifts in educational policy orientations and cultural positioning. It has been found that the diachronic changes in the names of individuals in textbooks essentially reflect the cultural orientation of textbooks at the micro-symbolic level. This reflects the transformative trajectory of PEP junior high school English textbooks, which shifted from an international orientation to a significant emphasis on Western culture, and ultimately toward a cultural orientation re-construction. This provides micro-level empirical evidence for English education in the era of core literacy.