全球教育展望

教科书中的美好生活会对学生美好生活观的建构产生深刻影响。对义务教育统编版语文教科书的内容分析发现，教科书主要呈现的是精神层面与社会层面的美好生活，且偏重美好生活的客观要素。进一步来看，教科书中的美好生活聚焦于“社会层面—客观要素”“精神层面—客观要素”与“精神层面—主观体验”,主要指向伦理道德、人生意义与自然审美体验等内容。教科书呈现出的这一美好生活样态与我国新时代背景具有契合性，但在完整性上存在一定的不足。为进一步优化教科书，在编写环节需关注完整的美好生活的呈现，并关注语文学科之外其他学科教科书中的美好生活要素；在使用环节要重视教师对教科书中美好生活要素的解读与“再开发”。

The portrayal of a good life in textbooks exerts a profound influence on the construction of students' perceptions of a good life. An analysis of the content in the unified Chinese Language Textbooks for compulsory education shows that these textbooks primarily depict aspects of a good life within the realms of both human spirit and society, with a noticeable emphasis on the objective components of a good life. Further, the representation of a good life in these textbooks centers around three key dimensions: “social level-objective elements”, “spiritual level-objective elements” and “spiritual level-subjective experience”. These dimensions primarily encompass subjects such as morality, the meaning of life, and the aesthetic appreciation of nature. The portrayal of this ideal lifestyle in the textbooks aligns well with the backdrop of China's new era, but there are some shortcomings in its comprehensiveness. In order to further optimise of textbooks, in the compiling process, it should focus on presenting a more complete picture of the ideal lifestyle. During usage, attention should be given to how teachers interpret and “redevelop” the elements of the ideal lifestyle presented in the textbooks.