随着时代的发展与进步，男性和女性在现代社会的角色分工已与传统的角色分配模式有了很大差别。女性的活动范围较之前更为广阔，但伴随而来的是对女性更高的要求。如今，女性与男性都面临事业成功与家庭成功之间的冲突。在课程方面，教材作为社会文化的载体，承担着传播权威知识、价值和观念系统的重任。而英语教材作为英语学习者学习英语语言知识、语言技能、接受社会文化和价值观的主要来源，对学生的成长有着重要影响。另外，研究英语教材中性别不公平是外语教学与研究的重要课题之一。

本研究试图从女性主义教材观角度出发，发现教材中存在的对女性的忽略、忽视、偏见和曲解。运用批判话语分析作为方法论，对由外研社出版并在全国广泛使用的New Stand English (学生用书) 作为文本分析对象，考察其隐含的性别不公平问题。本文参照批判话语分析的三个维度：文本、语境和社会实践，对教材中的图片和文本进行了分析。研究结果表明这套教材确实存在性别角色不公平现象：（1）两性出现频次悬殊。尤其表现为杰出女性人物角色的缺失。（2）两性在职业数量和职业多元化上的不均衡。男性从业人物角色明显多于女性，且男性多从事于富有创造性的工作中。（3）母亲在教材中的形象总是围着孩子转，且承担大量的家庭工作。（4）男女性同时出现在一组对话中时，男性往往表现出积极的气质而女性总被冠以一些消极情绪。

同时，本研究也追溯了针对教材中反映的性别不公平现象折射出的社会性别文化问题，并且针对如何减少和消除这些性别不公平现象从教材的出版、编写、选择和使用四个方面提出了一些建议。本研究旨在运用批评话语分析来透视英语教材中男女人物角色的塑造从而指出教材中的性别不公平现象，指出教材中的性别不平等是现实社会意识形态的体现，从而唤起教材研究者和使用者对教材内容的批判。研究力求真实、准确，对英语课程建设有意义，促进教育和性别公平。

The gender division of labor in today’s society has significantly changed compared to before as time has changed and advanced. Women are having greater access to a wider range of jobs and also are faced with the attendant higher requirements, and thus the conflict in balancing career and family as men are. Speaking of education, on whom the paper is concentrated, it is well known that its core elements, that is, the textbook, plays an important role in passing on knowledge and values, for it is the carrier of social culture. When it comes to English textbooks, since they are the leading sources for English learners in obtaining linguistic knowledge and skills and non-linguistic information as English cultures and values, they can produce an effect on the learner’s growth. It is notable that gender inequity in English textbooks is one of the essential subjects in foreign language teaching and research.

This study attempts to examine the implied gender inequity, specifically the omission, neglect, stereotype, and distortion for females, in the NSE (New Standard English) (Student’s Book), published by FLTRP (Foreign Language Teaching and Research Press) and widely used in the country, from the view of the feminist textbook by applying CDA (Critical Discourse Analysis). This paper analyzes the images and texts in the textbooks by reference to the three dimensions of the CDA, namely, the text, context, and social practice, and finds out that gender inequity indeed exists and is manifested in (1) the disparity in gender appearance, in particular, the absence of outstanding female characters; (2) the imbalance between the genders in the number of occupations and professional diversity where there are significantly more male career roles than women and men are more engaged in creative work; (3) the image of the mother who is always around the child and undertakes a lot of family work; (4) the different performances between men and women who appear in the same dialogue with men tend to show positive temperament and women are always associated with some negative emotions.

At the same time, the study also traces the social gender concerns reflected by gender inequity in the study sample and makes recommendations on how to reduce and eliminate such inequalities from four aspects: the publication, compilation, selection, and also usage of textbooks. By the employment of CDA, this study aims to have an insight into the shaping of the roles of men and women in English textbooks, and point out the gender inequity in such shaping, and then offer an explanation that such gender inequity is the embodiment of the real social ideology, and thus encourage critical thinking for textbook researchers and users towards the content in the book. The study seeks to be true and accurate to reality and devotes itself to promoting the better construction of the English curriculum, and also gender equity.