Image Gender Representation in Junior High School English Textbooks by People’s Education Press from the Perspective of Visual Grammar Theory

英语教材插图是思想文化的载体，拓宽了学习渠道与教学媒介，潜移默化地影响学生自我认知和性别价值观的建构。基于视觉设计语法的理论视角，本问题从再现功能、互动功能和构图功能三个维度对人教版初中英语教材中的视觉图像进行分析，探究初中英语教材中插图的性别表征问题，以期提高教师和学生对教材中隐藏的意识形态和性别认同的认识，为英语教师利用教材图像进行教学、教材编写者选用恰当的图像提供一定建议和参考。As the carrier of ideology and culture, English textbook illustrations broaden the learning channels and teaching media, and subtly influence the construction of students’ self-cognition and gender values. Based on the theoretical perspective of visual design grammar, this problem analyzes the visual images in junior high school English textbooks from the three dimensions of representation function, interaction function, and composition function, and explores the gender representation of illustrations in junior high school English textbooks, so as to improve teachers’ and students’ understanding of the hidden ideology and gender identity in the textbooks. Some suggestions and references are provided for English teachers to use textbook images for teaching and for textbook writers to choose appropriate images.