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近年来,在我国基础教育课程改革的推动下,语文课程开始关注到多元文化教育,表现得最为明显的地方就是小学语文教材的选编。作为语文知识和信息的重要载体及主要来源,同时也作为教育传播文化、建立观念的重要途径之一,教材发挥的作用不容小觑。结合当下的时代背景,教材中多元文化的渗透情况也成为判定其能否满足时代需求的标准之一。在一本教材中,课文主题,课文中涉及到的主、次要人物,教材插等都具有一定的文化倾向,所以从以上几个方面去分析、解读教材有助于我们更加全面客观的了解该本教材中所涉及到的多元文化类型以及各种文化之间的比例,并在此基础上以多元文化的视角去判定该本教材中存在的一些利弊,探寻隐藏于教材之中的意识形态和社会意义。
In recent years, under the impetus of the reform of basic education curriculum in our country, Chinese courses have begun to pay attention to multicultural education. The most obvious manifestation is the selection of primary school Chinese teaching materials. As an important carrier and main source of Chinese knowledge and information, it also serves as one of the important ways to spread culture and establish concepts in education. The role of teaching materials should not be underestimated. Combined with the current background of the times, the multi-cultural infiltration in teaching materials has also become one of the criteria to determine whether it can meet the needs of the times. In a textbook, the theme of the text, the subject involved in the text, minor figures, textbooks and so on have a certain cultural orientation, so from the above aspects to analyze and interpret the textbook will help us more fully and objectively understand The types of multiculturalism involved in this textbook, as well as the proportions of various cultures, and on the basis of which, the pros and cons of this textbook are judged on the basis of a multi-cultural perspective to explore the ideology hidden in the textbook And social significance.