国际理解教育视野下人教版与牛津版高中英语教材的对比分析

国际理解教育视野下人教版与牛津版高中英语教材的对比分析PAGEIVPAGEIII摘要国际理解教育是各国应对全球化挑战的重要教育战略举措之一。为顺应时代的要求，2010年教育部出台了《国家中长期教育改革和发展规划纲要（2010-2020）》，提出加强国际理解教育，推动文化交流，增强学生对不同国家、不同文化的认识和理解。作为学校教育中教学内容的重要载体，以及教师和学生交流的媒介，英语教科书的编写和使用也是开展国际理解教育的重要途径。因此，对英语教材的研究意义重大。为了解国际理解教育理念在中国英语教科书编写上的体现，本研究从高中英语必修教材系列中选取了十本教科书（人教版和牛津版），从国际理解教育的视角对人教版和牛津版英语教科书中的课文进行了对比分析。本研究采用文献研究法、文本分析法和比较研究法，基于国际理解教育的理论从三个维度（知识、态度和价值观、能力）对教材含有国际理解教育内容的课文进行分析与比较，归纳了两本教材的现存优势、不足以及其在教学实施方面的启示，并为今后中国高中英语教科书中国际理解教育内容的编写，以及教师如何更好地了解和使用教材提出了相关建议。关键词：国际理解教育；比较研究；人教版高中英语教科书；牛津版高中英语教科书AbstractEducationforInternationalUnderstanding(EIU)isoneoftheimportanteducationalstrategiesforcountriestocopewiththechallengesofglobalization.Tomeetthechallenges,theMinistryofEducationinChinahasbeenreleasedTheOutlineoftheNationalPlanforMedium-andLong-TermEducationalDevelopmentandReform(2010-2020),whichrequirestostrengtheneducationforinternationalunderstanding,promotecross-culturalcommunication,andcultivateandimprovestudents’understandingintermsofdifferentcountriesanddiversecultures.Asanimportantcarrierofteachingcontentinschooleducationandamediumforcommunicationbetweenteachersandstudents,Englishtextbooks’compilationandapplicationplayimportantrolesincarryingoutEIU.InordertoexploreandunderstandhowtheconceptofEIUisembodiedinChineseEnglishtextbooks,thispaperselectedtwosetsofChinesecompulsoryhighschoolEnglishtextbooks(PEPandOxford),andanalyzedandcomparedthetextsinthetextbooksfromtheperspectiveofEIU.Literatureanalysis,textualanalysisandcomparativeanalysiswereadoptedinthisresearch.BasedonthetheoryofEIU,thetextsonEIUinthetextbookswereanalyzedandcomparedfromthreedimensions(knowledge,attitudeandvalues,andability).Theadvantages,disadvantagesandbeneficialenlightenmentaboutteachingimplementationwerefoundout,whichwentalongwaytowardsprovidingsuggestionsforthefuturetextbookcompilationandteachers’application.Keywords:EducationforInternationalUnderstanding,ComparativeStudy,HighSchoolEnglishTextbookofPEP,HighSchoolEnglishTextbooksofOxford

ContentsTOC\o"1-3"\h\u75808508摘要 I655791285Abstract II998050591PartOneIntroduction 12415162201.1BackgroundoftheStudy2SignificanceoftheStudy 28149664571.3AimandObjectivesofthestudy 24905422331.4ResearchQuestionsandResearchMethods 33535891981.4.1ResearchQuestion 36863995371.4.2ResearchMethods 334866675PartTwoLiteratureReview 618886547412.1PreviousResearchonEIU 66644456802.1.1PreviousResearchonEIUatHome 64235793602.1.2PreviousResearchonEIUAbroad 91900137152.2PreviousResearchonEnglishTextbooks 122523249162.2.1PreviousResearchonEnglishTextbooksatHome 1216921440342.2.2PreviousResearchonEnglishTextbooksAbroadartThreeTheoreticalFramework 159706941653.1TheDefinitionofEIU2ThePrinciplesofEIU 159182160243.3TheTeachingObjectives 16639228026PartFourAComparativeAnalysisofHighSchoolEnglishTextbooksofPEPandOxford 1817922306884.1TheAnalysisofTextsintheTextbooksofPEP 1814155403944.1.1TheAnalysisfromKnowledgeDimension 1811635604924.1.2TheAnalysisfromAttitudeandValuesDimension 209750994624.1.3TheAnalysisfromAbilityDimension 2110489475774.1.4TheFeatures 239686684164.2TheAnalysisofTextsintheTextbooksofOxford 243365398054.2.1TheAnalysisfromKnowledgeDimension 2419000600844.2.2TheAnalysisfromAttitudeandValuesDimension 2512280008984.2.3TheAnalysisfromAbilityDimension 2716932450164.2.4TheFeatures 2820631775154.3TheComparisonofTextsbetweenTextbooksofPEPandTextbooksofOxford 294060464964.3.1TheSimilarities 2918679117534.3.2TheDifferences 302076880825PartFiveConclusion 319368274375.1Findings 3120561175025.1.1Advantages 3120074922375.1.2Disadvantages 328064492425.2Suggestions 3212231140775.2.1TextbookCompilation 3211648230555.2.2Teachers’Application 337201593335.3LimitationsandSuggestionsforFurtherStudies 34500075239Bibliography 351661031162Appendix 错误!未定义书签。1810812381Acknowledgment 错误!未定义书签。华南理工大学广州学院本科毕业设计（论文）PartOneIntroductionPAGE36PAGE17PartOneIntroductionBackgroundoftheStudyTherapiddevelopmentofinformationtechnologyhasspeduptheprocessofglobalization,whichalsomadeacloserrelationshipbetweenthenationsofglobal.However,globalizationisadouble-edgedsword.Whilereapinghugebenefits,countrieshavealsobeenchallengedinvariousaspects.Currently,countriesarebecomingmorecompetitiveandtheconflictsbetweendifferentculturesandthecontradictionsbetweentraditionandmodernityhavebecomeincreasinglyprominent,whichmakesitimpossibleforanycountrytoremainisolatedintheeraofglobalization.Meanwhile,therearealsomanyproblemscausedbytheprocessofglobalization,suchasenvironment,resources,peace,networksecurityandsoon.Onlythroughinternationalcooperationandunderstandingcanweseekcommongroundwhileshelvingdifferences,solveanddealwithvariousinternationalissuesandcreateanenvironmentforpeace.Hence,EducationforInternationalUnderstanding(EIU)isoneoftherequirementsofglobalization.InChina,TheOutlineoftheNationalPlanforMedium-andLong-TermEducationalDevelopmentandReform(2010-2020)（2010:32）hasmentionedthatoneoftheaimsofeducationiscultivateanumberofinternationaltalentswhoareabletounderstandinternationalrules,andengageininternationalaffairsandinternationalcompetitionwithinternationalvision.Therefore,differentregionshavestrengthenedtheeducationforinternationalunderstandingtovariousdegrees.Besides,ThecurriculumstandardsandcurriculumreformofsomesubjectsalsocontainthecontentofEIU,andthetextbooksofsomesubjectsinevitablycontainthecontentofEIU.Englishisaninstrumentalandhumanisticsubject.IntheprocessoflearningEnglish,studentscanmasterbasicskills.Intheprocessoflanguagecommunication,theycanexperienceChineseandforeigncultures.Additionally,Englishlearningcanimprovestudents'humanisticqualityandinternationalquality,broadentheirhorizon,andcultivatecross-culturalawareness.So,EnglishtextbooksareanimportantcarrierofEIU.1.2SignificanceoftheStudy EIUisavalueorientation.AnalyzingthehighschoolEnglishtextbooksfromtheperspectiveofEIUcanhelpeducatorsknowtheimportanceofEIUinschool’seducation,andthepresentationandfeaturesofthecontentsonEIUinhighschoolEnglishtextbooks.Itishelpfulforteacherstohaveabetterunderstandingofthetextbooks,andthencarryouteducationalworkrelatedtoEIUwell. Atpresent,mosteducationforinternationalunderstandingiscarriedoutthroughclassroomteaching,whileclassroomteachingisalwaysinseparablefromtextbooks,andinternationalunderstandingeducationinteachingisalwaysbasedontextbooks.IfteacherscandeeplyexplorethecontentsofEIUintextbooksanddeveloptheteachingresourcesbasedonrelevanttheoriesofEIU,itwillbemoreconducivetohelpingteachersgraspthekeypointsofEIU. Inaddition,inChina,EIUstillhasmuchroomtoimprove.AnalyzingtextsintwosetsofhighschoolEnglishtextbookscanhelpeducatorsfindouttheadvantagesanddisadvantagesofcurrentsEnglishtextbookscomprehensively,soastoprovideideasandsuggestionsforadaptationorcompilationofChina’shighschoolEnglishtextbooksinthefuture.1.3AimandObjectivesofthestudyThisstudyaimsathavingabetteranddeepunderstandingonunderstandhowtheconceptofEIUisembodiedintwosetsoftextbooks,andprovidingsuggestionsforcompilationandteachers’use,afteranalyzingtwoeditionsofhighschoolEnglishtextbooks.Thepaperwillfindoutthefeaturesoftextspresented,andtheadvantagesandproblemsexistinginthetwoeditionsofEnglishtextbooks,andwhatcanbeimproved.Thus,theideaandcontentonEIUcanbebetterpresentedintextbooksandteaching.1.4ResearchQuestionsandResearchMethods1.4.1ResearchQuestion(1)HowdothetextsreflecttheteachingobjectivesofEIUinthetextbooks?(2)WhatarethesimilaritiesanddifferencesbetweentwosetsoftextbooksundertheperspectiveofEIU?(3)Whataretheexistingadvantagesanddisadvantagesofbothtextbooks,andwhatcouldbeimproved?1.4.2ResearchMethods(1)LiteratureAnalysisLiteratureAnalysisisusedtounderstandthetheoryandcurrentresearchstatusof"EIU",andtomakeahistoricalreviewoftheemergenceanddevelopmentofEIUsoastograsptheessence,principlesandobjectivesofinternationaleducation.FromthedevelopmentofEIU,thereareninethemes:peaceeducation,humanrightseducation,environmenteducation,lifeeducation,sustainabledevelopmenteducation,multiculturaleducation,cross-culturaleducation,inclusiveeducationandglobaleducation.Basedonthat,thispaperwillsearch,analyzeandsortoutthedatabasetounderstandthecurrentresearchsituationathomeandabroad,soastopavethewayforthisresearch.(2)TextualAnalysisTextualAnalysisisthedominantmethodinthisstudy.EFLtextbookcanbeconsideredashavingsignificantfunctionsonseverallevels.(Hinkle,2001).Thetextbook,anindispensablelearningresource,worksasacrucialmedium,connectingteachersandlearners.Inthisstudy,thetextsintwoeditionsoftextbookswillbeanalyzed,andthenrelevantdatawillbecollectedfirstandthefuturesrepresentedwillbefoundout.(3)ComparativeAnalysisComparativeanalysisisananalyticmethodthatcomparestwoormorethingsorobjectsinordertofindouttheirsimilaritiesanddifferences.Basedonthedataandfeaturesfoundoutbytextualanalysis,twosetsoftextbookswillbecomparedonthisregard,sothatconcludetheirsimilaritiesanddifferences.Aftercomparison,theexistingadvantagesanddisadvantagesintwosetsoftextbookswillbesummarized,andsomesuggestiononcompilationandteachers’usewillbeputforward.

华南理工大学广州学院本科毕业设计（论文）PartTwoLiteratureReviewPartTwoLiteratureReview2.1PreviousResearchonEIU2.1.1PreviousResearchonEIUatHomeEducationforInternationalUnderstandingisaforeignthingtoChina,andthereisstillalotofroomforitsdevelopmentinChina.Domesticresearchoninternationalunderstandingeducationoriginatedinthe1970s,butithasnotreceivedmuchattention.Inthe21stcentury,ourcountryreallyopensthedoortotheworld,andisinlinewiththeinternationalstandards,sotherelevantresearchisgraduallygettingbetter.However,therearestilllessresearchresultsrelatedthisconceptrelativelywhencomparedwithothersimilarresearchresultsatthesametime.AscholarcalledChen(2003)inherthesisraisedthat“Allkindsofeducationalwordspresentedhaveshownthateducationthatisabletoadapttoglobaleraplayanincreasinglyimportantroleinmodernlife.”TheworldslikeGlobalEducationandInternationalEducation,whichcanbeseenassynonym.Hence,itshowsthattheconceptofeducationforinternationalunderstandinghasnotbeenstudiedindepthbypredecessors,andseveralconceptsaregenerallyregardedasSynonyms.Therewassomeonereckoningthatthereisanoverlapbetweeneducationforinternationalunderstandingandglobaleducationresearch,buteducationforinternationalunderstandingfocusesonthecultivationofindividualattitudesandconsciousness,emphasizingtolerance,understandingandappreciationofthispluralisticandinterdependentworld.Globaleducationemphasizesthesolutionofworld-scaleproblemsfacedbymankindinthecontextofglobalization,whichistheopinionthatauthoragree.Xu(2003,06:85-89)inhisstudysummarizedthat,in1981,theUNESCOCommitteehascompiledtheGuidelinesforEducationforInternationalUnderstanding,whichclearlydefinestheobjectivesofeducationforinternationalunderstanding.ItholdsthatthemainobjectivesofEducationforInternationalUnderstandingaretocultivatepeoplewhocouldliveinpeace;cultivatepeoplehavinghumanrightsawareness;cultivatepeoplewhocouldknowtheirowncountryandhavenationalconsciousness;cultivatepeoplewhocouldrecognizinginternationalinterdependenceandnationalproblems,andformingasenseofsolidaritythroughouttheworld;cultivatepeoplewhocoulddevelopanattitudeofinternationalcoordination,internationalcooperationandbeabletopractice.AnotherChinesescholarZhang(2003)hasadifferentdefinitionof“EducationforInternationalUnderstanding”.Heheldthestatementthatitsgoalistocultivatethenecessaryqualificationsofthevillagerslivinginglobalvillagewithmulticulturalcoexistenceandinterdependencebetweenpeople,andtoachievesymbiosisandjusticeasthepurposeofglobaleducation.Symbiosisherereferstothewayforhumanbeingstocoexistonthebasisofrespectingandunderstandingthediversityofculturalsocietyamongdifferentcultures,religionsandnationalities;Justicemeansrespectingallthebasicrightsenjoyedbyapersonasacitizen.Overtheyears,asthestudiesonEducationforInternationalUnderstandingdeepen,manyresearchershavebeguntoexploringtheproblemsofEducationforInternationalUnderstandinginthesubjects.Forexample,aresearcherYu(2019:76-77)inherthesisTheIntegrationofChineseTeachingandEducationforInternationalUnderstandinginPrimaryschool,exploredhowtopermeateeducationforinternationalunderstandingtoChineseteachinginprimaryschoolfromtheperspectiveofprimaryschoolChineseteachers,andputforwardsomerelevantsuggestionsforChineseteachinginprimaryschool.AnotherresearcherLuo(2015)studiedthecontentofeducationforinternationalunderstandinginprimaryschoolChinesetextbookspublishedbyPEP,analyzedtheadvantagesanddisadvantagesofinternationalunderstandingeducationinprimaryschoolChinesetextbookspublishedbyPEPfromtheperspectiveofcurriculumandteachingtheory,andputsforwardsuggestions.Inaddition,Ai(2017)alsoexploredthecontentofeducationforinternationalunderstandinginprimaryschoolChinesetextbooksofChinaandAmerica,andfoundouttheirsimilaritiesanddifference,therebysomesuggestionsabouthowtoimprovethequalityofChinesetextbookspublishedbyPEPwereputforward.TherearealsosomestudiesonEducationforInternationalUnderstandinginothersubjects,suchaspoliticsandhistory.Wang(2019:89-90)inInjectingtheGeneofEducationforInternationalUnderstandingintoIdeologicalandPoliticalTeaching,summarizedthecurrentsituationofideologicalandpoliticaleducationoneducationforinternationalunderstandinginChina,andputforwardhowtointegrateinternationalunderstandingeducationintoideologicalandpoliticaleducation.InapaperTheInfiltrationofEducationforInternationalUnderstandingintheDevelopmentofHistoryCurriculuminSeniorHighSchoolwrittenbyHuang(2019:73-74),itadvocatedthatthevaluerequirementsofcoreliteracyshouldbepenetratedintosubjectteachingthroughtheschool-baseddevelopmentofnationalcurriculumandthecharacteristicdevelopmentofschool-basedcurriculum,soastoachievethegoalofcultivatingpeoplewithmorality.SomescholarshavediscussedtheeducationforinternationalunderstandinginEnglishsubject.InAStudyontheContentsofInternationalUnderstandingEducationinJuniorEnglishTextbooksPublishedbyPEP,Ren(2017)dividedinternationalunderstandingeducationintothreemajorthemes:internationalissues,internationalcultureandinternationallinks,andthenanalyzedthetextbooks.Secondly,itanalyzedtheadvantagesanddisadvantagesofthecontentsofeducationforinternationalunderstandinginvolvedinthetextbooks,andputforwardsuggestionsintermsofcurriculumstandards,textbookcompilationandteacheruse.InapaperTheIntegrationofCollegeEnglishEducationfromthePerspectiveofEducationforInternationalUnderstanding,authorLi(2011:19-21)discussedthecurrentsituationofcollegeEnglisheducationandthedeviationoftheconnotationofeducationforinternationalunderstanding,andputforwardcorrespondingmeasuresandstrategiesfromtheperspectivesofteachingobjectives,curriculumimplementation,integrationofcollegeEnglishteachersandeducationforinternationalunderstanding.Besides,InAStudyofEnglishTeachinginPrimarySchoolsBasedonEducationforInternationalUnderstanding,Zhang(2018)heldthatthepresentsituationofEnglishteachinginprimaryschoolswasinlinewitheducationforinternationalunderstanding,andadvocatedthatmoremeasuresshouldbetakentopromoteeducationforinternationalunderstandinginprimaryschoolEnglishclassroom,suchasdiversificationofeducationalcontentandforms.Additionally,theresearchoneducationforinternationalunderstandingincurriculumdevelopmentismainlydividedintocurriculumdevelopmentandtextbookdevelopment.Yang(2009)discussedthecoursesandclassroomcasesthatcanbeusedforreferenceinforeigncountries,analyzedtheproblemsencounteredinthedevelopmentofeducationforinternationalunderstandinginChinathroughthecomparisonofChineseandforeignexamples,andputforwardconstructivesuggestions,soastopromotetheinternationalunderstandingeducationcurriculuminChinainalargerrange.Sun&Wang(2009)pointedoutthattheEnglishteachinginaprimaryschoolaffiliatedtonortheastnormaluniversityshoulddevelopschool-basedcurriculumforeducationforinternationalunderstandingfromthetwodimensionsofsubjectcurriculumandactivitycurriculum.Itshouldemphasizethemulticulturalunderstandinginthecoursecontent,andfocusoncreatingrealcontextforstudentsinthewayoflearning.Lv(2012)mainlyintroducedtheprocessofcurriculumdevelopmentandevaluationofTianshanNo.1PrimarySchoolinShanghaifromtheaspectsofideas,concepts,curriculumobjectivesandbasiccontentsofschool-basedcurriculumdevelopmentofeducationforinternationalunderstanding,andfondouttheshortcomingsintheoryandpracticeintheprocessofschool-basedcurriculumdevelopmentofeducationforinternationalunderstandinginthisprimaryschool,andgavesomereflections.Overall,overtheyears,manyChineseresearchersconfusedsomeconcepts,likeEducationforInternationalUnderstanding,Cross-culturalEducation,InternationalEducationandGlobalEducation.Authorreckonsthattheseconceptsaredifferentbuthavesomesimilarities.Asmorestudiesaredeepened,therearemoreanalysisanddiscussionabouttheconcepts.TheresearchontheconceptofEIUinChinashowsageneraltrendfromvaguenesstoclarity.Besides,researchresultsonEIUindisciplines,spanningthefieldsofprimary,secondaryandhighereducation;Thecombinationofprimaryandsecondaryschooldisciplinesspansalmostalldisciplines,involvingChinese,English,politics,historyandsoon.However,atpresent,scholarspaymoreattentiontotheteachingactivitiesandteachingstrategiesofEIUinsubjects,andthereisrelativelylessresearchonthecontentofEIUinEnglishtextbooks.2.1.2PreviousResearchonEIUAbroadAftertheFirstWorldWar,thepeopleoftheworldwereinfearofwarandfullofdesireforworldpeace.In1925,theInternationalBureauofEducationwasestablished，andreorganizedin1929,aimingatstrengtheningcooperationandexchangesinthefieldofeducation,promotingpeacebuildingandmoralprogress.Fromthenon,theeducationofinternationalunderstandinghasenteredpeople'svision.AfterWorldWarII,atthefirstGeneralConferenceofUNESCO,theconceptofEducationforInternationalUnderstandingwasestablished.In1947,thecoreconceptofEducationforInternationalUnderstandingwasestablishedbyUNESCOareasfollows:understandingmajorinternationalissues;respectfortheUnitedNationsandinternationalrelations;addressingtherootcausesofinternationalconflicts;developafriendlyimpressionofothercountries.Fromthenon,UNESCOhasexploredtheimplementationofeducationforinternationalunderstandingfromtheaspectsofgeography,historyandotherdisciplines,teachertrainingandtextbookpreparation.Inthe1940s,thereformofeducationforinternationalunderstandingstarted,anditscontentsmainlyincludepeaceeducation,propagandaofinternationalorganizations,respectforinternationalrelationsandsoon,mostofwhicharemacro-conceptuallevel.In1974,atits18thGeneralConference,UNESCOadoptedaRecommendationonthePromotionofInternationalUnderstanding,CooperationandPeaceandontheLinkbetweenEducationandHumanRightsandFundamentalFreedoms.In1976,theInternationalBillofHumanRightsderivedthreeconventions,andin1977,UNESCOdefinedtheimportanttaskofhumanrightseducation.In1978,theInternationalConferenceonHumanRightsdeclaredthathumanrightswerecloselyinterrelatedandinseparable.In1991,UNESCOcalledoncountriestoreflectonthechallengesofeducationinthetwenty-firstcentury.Inthe21stcentury,therehasbeenanewbreakthroughinthedevelopmentofeducationforinternationalunderstanding.Deluoer(1996),chairmanoftheInternationalCommissionon21Centry’sEducation,submittedareportentitledEducation-wherewealthlies,inwhichheproposedthatlearningtocoexistisoneofthefourpillarsofEducation.hebelievedthattheessenceoflearningtocoexistwastolearntocoexistwithothersandothercultures,toenhancemutualunderstandingintheprocessoflearning,andtoexplorecommonproblemsindepth.Ontheotherhand,thepracticeofeducationforinternationalunderstandingwasmainlycarriedoutinthewayofsubjectpenetration.However,theresearchresultsweremainlyconcentratedontheteachingofhistory.Forinstance,in1976,bystudyingthearrangementofeventsduringtheAmericanrevolutioninthehistorytextbooksof13countries,inthepaperRobertD(1976)providedsomesuggestionsandreflectionsfortheinfiltrationofAmericanhistoryteachingandeducationforinternationalunderstanding.ThomasNygrenmainlystudiedtherevisionoftheinternationalhistorytextbooks,andpointedoutthattheeducationalleadersinSwedentriedtointegratethecontentsoftheinternationalhistoryintotheSwedishhistorytextbooks.TheUnitedStatesalsostudiedtextbooksfromtheperspectiveofeducationforinternationalunderstanding.In1994,thecounciloftheUnitedStatesandthePacificInstituteconcludedthattheUnitedStatesusedanimperialistperspectivewhentreatingotherdevelopingcountriesanddiscriminatedagainstthemtoacertainextent.InastudyofhighschoolanduniversitytextbooksfromLatinAmericancountries,thecouncilofUnitedStatesfoundthatthetextbooksshowedthegreedandincompetenceoftheSpanishcolonists.Moreover,intheUnitedStates,educationforinternationalunderstandingwasputintopractice.Manyscholarsfocusedontheroleofinternationalunderstandingeducationinpracticalteaching,whichalsocalledtheeducationforinternationalunderstandingmethod.Blankenship(1990)believedthataclassroomshouldbeanopenclassroom.Thedifferenceinperspectivebetweenthestudentandhisorhermentorinanopenclassroomwasencouraged,andthestudentwasfreetoexpresshimselforherself.Intermsofteachingmethod,healsoemphasizedthatspecialteachingmethodscanhelpstudentssetgoalsofeducationforinternationalunderstanding,andcanaffectstudents'knowledgeandattitudewell.Manyscholarsbelievedthateducationforinternationalunderstandingshouldemphasizestudent-centeredteaching,students'activeconstructionofknowledge,students'independentexperienceandteachersjustplayaroleoftransmittinginformation.Similarly,thestudyofeducationforinternationalunderstandingwasnotthestudyofsingleknowledge,butthestudyofknowledge,skillsandemotionalvalues.InClassroomclimate,GlobalKnowledge,Globalattitudes,PoliticalAttitude,Blankenship(1990:367-384)pointedoutthatinordertohelpstudentstobecomeaworldcitizen,teachersinthefutureshouldbeadapttobecomeaworldcitizenatfirst.Teachersplayavitalroleineducationforinternationalunderstandingforstudents.MerryM.MerryfieldandWhite,C.S.(1996)putforwardfoursuggestionsforteachers:Atthebeginningofeachunit,helpingstudentsunderstandsomebasicknowledge,combiningthehotissuesoftheworldwiththecontentofthesocialstudiesstudy,andarrangingtherealandpersonalizedexperienceasmuchaspossible,andgivingstudentstimetoreflection.LeslayF.Snowballdidlotsofresearchesoninternationalteachers.Hedidrelevantresearchesin2000,in2002,in2005,in2007,in2008andin2009,suchasDevelopmentaModelofTeacherTrainingforInternationalTeacherin2000,andThePuttingintoPracticeInternationalTeacherCertificatein2002,etc.Intermsofeducationforinternationalunderstandingteaching,teachersattachedgreatimportanceonit.Besides,conductingresearchesandpayingmuchattentiononinternationalteachertraininghadbeconsideredasoneofthefactorscontributingtoAmerica’sprosperdevelopmentofeducationforinternationalunderstanding.Comparedwithsomeforeigncountries,China’sresearchonEIUisnotdeepenough,andlacksofenoughqualitativeresearchandapplicationofresearch.Additionally,manyforeignscholarshavestudiedthewaysofinfiltrationofeducationforinternationalunderstandingandsubjectssoastoexploremoreeffectivewaysofconductingEIU.However,fewresearcheshavestudiedthetextsoftextbooksofvarioussubjectsandanalyzedthecontentofEIU.ThiswillinevitablyleadtotheinadequatedevelopmentofthecontentofEIUintextbooks.Therefore,thereviewabovenotonlypointsouttheresearchspace,butalsoistheresearchbasisofthisstudy.2.2PreviousResearchonEnglishTextbooks2.2.1PreviousResearchonEnglishTextbooksatHomeInModernChineseDictionary(2005:690),“TeachingMaterials”isdefinedasmaterialsrelatedtothecontentoflectures,namelybooks,handout,pictures,outlinesoflectures,etc.Italsowritesthat“Textbook”isabookcompiledaccordingtoteachingsyllabusanduse