随着批评话语分析的发展，语言使用下的权力关系逐渐被揭示出来。语言使用差异不再被视为两种性别遵循的范式，而是社会建构的结果。换句话说，现有的性别关系是由当权者构建和强化的。在此背景下，本研究旨在从批评话语分析的角度分析中国英语教科书中的性别建构，重点从三个方面分析：教科书中的性别建构是如何进行的，这种建构是否存在性别偏见，以及当前教科书中性别建构的原因。通过对内容、语料库、语言和插图水平的数据分析，得出三个结论：1)两本教材在一定程度上体现了性别平等意识。男性和女性在对话中享有相似的权利和权力，在性别不确定的情况下使用性别平等代词；2)实现性别平等还存在一些问题有待改进。例如，男性出现的频率比女性高得多，而且更有可能被描绘成拥有更多权力和财富的人；3)两本教科书中两性角色的建构也存在一些普遍问题。首先，教科书中一些描述性的词语和句型是重复的，这使得表达乏味。其次，两本教科书中的男性和女性都被性别刻板印象所束缚和困扰，这种刻板印象限制了男女两性的发展，不利于个性的自由发展。性别的社会建构本身也处在一个变化和变革的过程中。考虑到对后代的发展和成长的责任，教科书的编辑和出版者应该重视性别代表性和建构。希望本研究能对未来教科书性别建构的研究有所启发。

With the development of Critical Discourse Analysis, power relations under language use have been brought to light. Differences in language use are no longer seen as paradigms for the two genders to follow, but rather as a result of social construction. In other words, the existing gender relations are constructed and reinforced by those in power. In this context, this study aims to analyze gender construction in Chinese EFL textbooks from a critical discourse analysis perspective, focusing on three aspects: how gender is constructed in textbooks, whether the construction is gender-biased, and what can account for the current gender construction in the textbooks. After a data analysis of content, corpus, language and illustration level, three conclusions are drawn: 1) an awareness of gender equality is presented in the two textbooks to some extent. Men and women are given similar rights and powers in conversation, and gender-equal pronouns are used when the gender is indefinite; 2) there still exist some aspects to be improved for achieving gender-equality. For example, men appear much more frequently than women, and are depicted as the ones with more power and wealth; 3) some unisex problems also exist in the two textbooks. First, some of the descriptive words and sentence patterns in the textbooks are repetitive, which makes the representation tedious and bland. Second, both men and women in the two textbooks are trapped and haunted by gender stereotypes that limit people of both genders and are harmful to the free development of individuality. The social construction of gender itself is in a process of changing and reforming. Considering the responsibility for the development and growth of the future generations, the textbook editors and publishers should attach much importance to gender representation and construction. Hopefully, this study can shed some light on future research on gender construction in textbooks.