本文以农村题材为切入点，从课程社会学和知识社会学的角度，对新课标背景下初中语文教材的现实取向进行了初步研究。 知识社会学课程社会学理论认为，教材并不是纯粹的用来教学的书籍，而是国家意志的反映，也是权力严格控制之下的产物，这就意味着课程知识并不比人们在日常生活中所获得的知识更高级。语文教材的知识体系的首要标准是符合意识形态和国家统治的需要，其次才考虑到学习者的现实生活。这些知识通过学校教育的孔道潜移默化地构成受教育者的知识基础，并在相当大的程度上影响并决定着受教育者的思想认识及精神文化状态。这样，从对知识的控制，达成了社会控制的目的。仅仅是限定教材的内容并不能完全达到控制社会的目的，还必须对教材作出特定的解释并将整个教学活动纳入一个按照权力需要严密设计的课程评价体系。 本文从儒家教育思想的价值取向出发，对中国的语文教材长期脱离现实生活这一现象进行了深入分析。儒家的教育观唯权唯上，关注的是权力的稳定和道德的完美，不太注重教育对现实社会的改造，因此儒家教材远离现实生活，是历史的必然。 本文详细分析了教材中的图像和文字中农村题材的现实取向。教材的封面带有浓重的农村色彩，在内容上为农村学生日常所习见，但其视角却是处于文化强势的成年人对农村景致的欣赏和打量，而不是儿童对农村的自然感受。教材的插图表现的是单纯的、剔除了“社会-历史”内容的农村风光，而且主要集中在1949年之前的农村社会面貌。与课文的文字相比，插图明显地淡化了课文中的冲突和矛盾，而且回避了当下农村的现实生活。 在文字部分，本文从教材中农民的命运、农民的反抗形象、农村面貌和农村习俗四个方面分析了农村题材脱离现实的种种表现。教材在两个维度上脱离了农村现实，一是选材上脱离现实，另一个则是在引导学生阅读和体验的时候脱离了广大农村学生的生活现实。 教材脱离现实生活的后果应当引起充分重视。对农村学生来说，教材所描述的是一个与农村现实相距太远的世界。教材对于他们是另外一种带有强制色彩的外来文化，使农村学生有意无意地放弃“他们的世界”中潜在的价值物质。这样，当这种外来文化日渐强势，以至完全淹没本土文化的价值视野时，本土文化价值不再能有效地活化，并彰显于他们身上，而成为排斥的对象，或者在价值甄别的劣势中内化为他们的自卑情结。也即是说，语文教材长期脱离现实生活以及受教育者在现实生活中形成的人格与精神，将导致受教育者之所学最终成为生命的外在之物，非但不能为改造现实生活提供助力，反而成为他们迷失自我，麻木蒙昧的一个帮凶。语文教材脱离现实生活，本质的原因是缺少对人的尊严与价值的真切关注，而对教材的解读又被限制在一个固定的意识形态话语领域，因此，教材在实际上将造成福柯所说的规训后果。 本文从政治、课程传统、课程制度及文化资本四个方面分析了造成教材中农村题材脱离现实生活的原因。最后，本文从教材编写的政策及课程评价体制两个方面提出了解决教材现实取向问题的建议。

This present thesis conducts a preliminary research on the reality orientation of Chinese textbooks for junior middle school students under the background of new curriculum standards through analyzing the rural subject from the perspective of sociology of curriculum and sociology of knowledge. Sociology of curriculum and sociology of knowledge hold that the textbooks are not merely used for teaching, but the reflection of state will, as well as the product of power under its strict control. It means that the knowledge gained from curriculum is not superior to that gained from people’s everyday life. But in the body of knowledge of Chinese textbooks, the first importance is to meet the requirement of the social ideology and the state ruling. The real life of the learners is only the second to be considered. The formal knowledge imperceptibly forms the basis of the learners’ knowledge structure, and influences, even determines, to a very large extent, the learners’ ideology and spiritual world. In this way, the control over the society is attained by controlling the knowledge. However, the goal of controlling the society cannot be completely achieved only by restricting the textbooks. The key work is to put particular interpretations on the teaching material, and to place the whole education process into the curriculum evaluation system, which is rigorously designed in accordance with the need of power. This thesis, starting with analyzing Confucian evaluation orientation, deeply discusses the long-standing divorce between the Chinese textbooks and the real life. Confucian education idea centers on the power and superiority, focuses on the stability of the power and the perfection of the morality, and pays little attention on the education’s function of reforming the society. Therefore, the fact that Confucian teaching materials are far away from the real life is inevitable. This thesis analyzes in detail the reality orientation of rural subject in the images and the texts of the textbooks. Although the pictures on the front covers are heavily countrified and are familiar to the rural students, they are the sceneries that are viewed and appreciated by the adults, who are at the dominant position in culture, but not the reflections of natural experiences in the children’s heart. Compared to the texts, the illustrations in the textbooks show the pure country sights without “society-history” factor and obviously weaken the conflicts and problems reflected in the texts. Furthermore, they emphatically present the situations of country society of pre-1949, but evade the reality of the country’s current situation. In terms of texts, this thesis examines all the manifestations of the divorce between the rural subject and the reality in the following four aspects: the peasants’ fate, the portraits of the peasants, the appearance of the country, and the customs of the country. The textbooks deviate from the rural reality in two aspects, one is the selection of the materials, the other is the instructions that lead students to read and experience these materials. Much attention should be paid to the consequences of divorce between the textbooks and the reality. As far as rural students are concerned, the world created by the textbooks embraces a big gap from the real country they are in. What the textbooks bring to them is a kind of foreign culture with strong compelling element. As a result of the influence, rural students consciously or unconsciously abandon the underlying value in their own world. When this foreign culture becomes more and more powerful so as to overwhelm the value of their domestic culture, the value of the domestic culture will not be activated and manifested on these students. And even it will be repelled by them, or be internalized as their inferiority complexes because of its weak position in the antagonism. Namely, the fact that the Chinese teaching materials have been deviated from the real life for quite a long time, and from the characters and spirit of the students which are shaped in real life, will certainly make the knowledge they get from the textbooks extrinsic to the students’ life. Therefore, the Chinese teaching material cannot provide dynamic power for improving the real life, but become an accomplice that leads the students being at a loss, and foments their ignorance and indifference. The fundamental cause of this phenomenon lies in the lack of respect to people’s dignity and consideration to people’s value. And the understanding of the textbooks is confined to a certain fixed ideology. Consequently, the textbooks will bring about discipline on people as Foucault has declaimed. This thesis analyzes the factors that cause the divorce between the Chinese textbooks and the reality from four aspects — politics, curriculum traditions, curriculum system, and cultural capital. At last, this thesis proposes suggestions on the policy of editing the textbooks and the system of curriculum evaluation, expecting to solve the problem about reality orientation of the Chinese textbooks.