语文教材作为传播知识、传承文化的载体，对学生建立正确的世界观、人生观、价值观有着至关重要的作用。小学阶段是儿童性别偏好与性别认知快速发展的关键时期，由于教材本身的官方性与权威性，教材中所体现的性别观念，会极大影响学生的性别认知及对两性的态度，进而影响到学生未来的身心发展。然而，笔者通过观察发现，现行小学语文教材中仍然存在较为明显的性别刻板印象和性别偏见，不利于学生正确性别观念的塑造。笔者以人教版六年级小学语文教科书作为分析文本，从两性角色比例、人物形象塑造、插图等多个重要维度出发进行分析，探究小学语文教科书中的性别差异观念何以形成，丰富小学语文教材的性别角色呈现机制，并为小学语文教科书的编写与改善提供有益参考。

Chinese textbooks, as a vehicle for the dissemination of knowledge and the transmission of culture, play a crucial role in helping students establish a correct outlook on the world, life and values. Elementary school is a critical period for the rapid development of children's gender preference and gender cognition. Due to the official and authoritative nature of the textbooks, the gender concepts embodied in the textbooks will greatly influence students' gender cognition and attitudes towards both genders, which in turn will affect their future physical and mental development. However, through observation, the author found that there are still obvious gender stereotypes and gender bias in the current elementary school textbooks, which is not beneficial to the shaping of students' correct gender concepts. The author takes the PEP sixth grade elementary school Chinese textbooks as the analyzed text, and analyzes them from the proportion of gender roles, character portrayal, illustrations and other important dimensions, to explore how the concept of gender differences in elementary school textbooks is formed, to enrich the mechanism of presenting gender roles in elementary school textbooks, and to provide useful references for the writing and improvement of elementary school Chinese textbooks.