國(guó)際理解教育視野下人教版與牛津版高中英語(yǔ)教材的對(duì)比分析PAGEIVPAGEIII摘要國(guó)際理解教育是各國(guó)應(yīng)對(duì)全球化挑戰(zhàn)的重要教育戰(zhàn)略舉措之一。為順應(yīng)時(shí)代的要求，2010年教育部出臺(tái)了《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要（2010-2020）》，提出加強(qiáng)國(guó)際理解教育，推動(dòng)文化交流，增強(qiáng)學(xué)生對(duì)不同國(guó)家、不同文化的認(rèn)識(shí)和理解。作為學(xué)校教育中教學(xué)內(nèi)容的重要載體，以及教師和學(xué)生交流的媒介，英語(yǔ)教科書(shū)的編寫(xiě)和使用也是開(kāi)展國(guó)際理解教育的重要途徑。因此，對(duì)英語(yǔ)教材的研究意義重大。為了解國(guó)際理解教育理念在中國(guó)英語(yǔ)教科書(shū)編寫(xiě)上的體現(xiàn)，本研究從高中英語(yǔ)必修教材系列中選取了十本教科書(shū)（人教版和牛津版），從國(guó)際理解教育的視角對(duì)人教版和牛津版英語(yǔ)教科書(shū)中的課文進(jìn)行了對(duì)比分析。本研究采用文獻(xiàn)研究法、文本分析法和比較研究法，基于國(guó)際理解教育的理論從三個(gè)維度（知識(shí)、態(tài)度和價(jià)值觀、能力）對(duì)教材含有國(guó)際理解教育內(nèi)容的課文進(jìn)行分析與比較，歸納了兩本教材的現(xiàn)存優(yōu)勢(shì)、不足以及其在教學(xué)實(shí)施方面的啟示，并為今后中國(guó)高中英語(yǔ)教科書(shū)中國(guó)際理解教育內(nèi)容的編寫(xiě)，以及教師如何更好地了解和使用教材提出了相關(guān)建議。關(guān)鍵詞：國(guó)際理解教育；比較研究；人教版高中英語(yǔ)教科書(shū)；牛津版高中英語(yǔ)教科書(shū)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 錯(cuò)誤!未定義書(shū)簽。1810812381Acknowledgment 錯(cuò)誤!未定義書(shū)簽。華南理工大學(xué)廣州學(xué)院本科畢業(yè)設(shè)計(jì)（論文）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.

華南理工大學(xué)廣州學(xué)院本科畢業(yè)設(shè)計(jì)（論文）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