The Narrative of Daily Life in Textbooks and the Construction of Ethnic Cultural Identity —An Analysis Based on the PEP Middle School History Textbooks

This study primarily engages with theories related to the conception of daily cultural life. It analyzes the narrative strategies concerning material life, social relations, and value systems within the People’s Education Press （PEP） middle school history textbooks. The research reveals how these textbooks reinforce civilizational continuity, foster a sense of social community, and internalize spiritual values through descriptions of daily life details such as clothing, food, housing, transportation, festivals, rituals, and role modeling. Furthermore, it demonstrates how these narratives deepen the identification with the “Chinese nation” by establishing temporal-spatial connections. The study recommends enhancing the systematic nature of textbook narratives, integrating teaching with real-life scenarios, and extending the theoretical framework to encompass research on virtual daily life in the digital era. These suggestions aim to provide practical insights for history education and cultural identity formation.