在中国，近年来英语课程改革开始大量地强调道德教育的渗透。教材编写也开始注重文本中所蕴含的人文价值观和德育元素。至今，虽有大量关于德育的研究，但在教材分析领域，德育仍存在欠缺之处。因此，本文以人教版初中英语课本为例，试图分析教材中文本和图片是如何相辅相成实现德育渗透的。 本次的研究对象为人教版初中英语教材，共计5本教材。首先，我们对每个单元的情感目标进行统计，从而得出教材中每个单元所渗透的主要道德观；其次，基于评价系统中的情感系统及视觉语法理论，再对教材中的语言和图片进行具体的分析，包括其所渗透的道德观是否和单元主题相一致，以及具体的渗透方式。主要的发现证实，单元主题下的价值观以“心理品质教育”和“集体主义教育”占比最高，“社会主义教育”几乎没有，穿插出现的各类价值观能够帮助英语课堂实现丰富的道德教育，总体上符合《英语课程标准》和德育大纲的要求；同时，教材中的文本与图片中的道德观主要是直接建构的，而在间接建构的方式中，引出条件也多于引发动作，该建构方式很好地服务于价值观的渗透，帮助学生建立良好的道德情操。文本与图片相结合的形式与学生的认知能力相对应，促进了学生独立作出价值判断的能力。但是，教材中也存在部分建构方式不太适于初中生，或隐藏较深的价值观，所以课堂中教师的引导占十分重要的地位。本文对基于教材的道德教育进行了初步的研究，希望英语教师们能以此为参考，充分利用教材中渗透的价值观，在英语课堂中实现良好的道德教育。

Recently, moral education has been paid more and more attention in the reforms of English curriculum in China. Textbook compiling also takes moral education into consideration. There have been many studies about moral education but in the area of EFL textbooks, moral education is a neglected topic. As a result, this thesis intends to do a case study on People’s Education Press (PEP) English textbook for junior high school students in order to see how moral values are constructed through the co-deployment of linguistic and visual resources in EFL textbooks. The research data is a set of PEP English textbooks for junior high school students, 5 books in total. Firstly, in order to get an overview of moral values, attitude goal of each unit is analyzed. Then, the second step is to analyze how moral values are constructed through linguistic resources and images, based on attitudinal system of appraisal and visual grammar. It is found that in the attitude goal of each unit, moral values of ‘Psychological qualities’ and ‘Collectivism’ take a large percentage and ‘socialism’ is little. Different types of moral values interspersed within the textbooks which helps to merge rich and suitable moral education with English lessons, generally following the requirement of Curriculum Standards for English and Curriculum of Moral Education. Moreover, for the specific ways of construction of moral values, direct evaluation takes a larger percentage. For indirect evaluation, eliciting condition is also a more frequent type than resultant action. These moral values largely help to realize the goals of moral education in EFL classroom, guiding students to the required moral values, especially those of a good citizen. The results also suggest that the combination of linguistic resources and images in the textbook is in accordance with students’ cognitive abilities and helps to cultivate students’ ability of making moral decisions themselves. Still, some moral values in the textbooks are not so perfect and packaged in a hidden way, so it is necessary for teachers to guide students in classroom. This study gives an overview on moral education through textbooks, which could be a guideline for English teacher to make full use of values packaged in the textbooks to achieve good moral education in EFL classroom.