Over the past 40 years of reform and opening up, China’s foreign language textbook policies for primary and secondary schools have gone through four stages: restoration and reconstruction period, transition and development period, comprehensive construction period, and deepening reform period. Due to the different times and national conditions, the focus of textbook policies at different stages is also different. This study reviews and analyzes the foreign language textbook policies in primary and secondary schools over the past 40 years of reform and opening up, and summarizes their evolutionary characteristics. Specifically, (1) In textbook editing, both social development and student needs are emphasized; (2) It had unified management and then introduced competitive mechanisms in textbook publishing; (3) In terms of textbook selection, it has shifted from using unified textbooks to choosing as needed; (4) On types of foreign languages, foreign language textbooks showed the change from “single” to “diverse”. Based on the above research and analysis, some insights have also been gained, which are to adhere to the value orientation of China’s foreign language textbook policy, clarify the value orientation of foreign language textbook, and optimize the foreign language textbook review mechanism.

Yiling Zhao, Weijie Pan, Yiwen Guo, Jianqing Huang. A Study on the Development and Evolution of Foreign Language Textbook Policies in Basic Education over the Past 40 Years of Reform and Opening Up. International Journal of New Developments in Education (2024), Vol. 6, Issue 2: 128-134. https://doi.org/10.25236/IJNDE.2024.060221.

[1] Tan Wenfang. Policy Interpretation and Practice Approach of Ideological and Political Construction in Chinese Textbooks [J]. Science-Technology & Publication,2021,12: 68-72.

[2] Zhang Meijing. The Development Venation, Evolution Logic and Future Prospect of the Textbook Policy of the Communist Party of China in the Past 100 Years [J]. Forum on Contemporary Education, 2021, (05), 32-39.

[3] Du Shangrong, Li Sen. The Construction of Diversified Primary and Secondary School Textbooks over Thirty Years: process, problems and countermeasures [J]. Curriculum, Teaching Material and Method, 2016, (06), 33-41.

[4] Shi Ou, Zhang Wen.The Achievements, Problems, and Countermeasures of Textbook Construction in China's Primary and Secondary Schools over the Past 40 Years of Reform and Opening up [J]. Curriculum, Teaching Material and Method, 2018, 38(02), 18-24.

[5] MOE.Interim Measures for the Administration of the Writing and Approval of Primary and Secondary School Textbooks [EB/OL]. Ministry of Education of the People's Republic of China.  (2001-06-07)Http://www.moe.gov.cn/jyb_xxgk/gk_gbgg/moe_0/moe_7/moe_16/tnull_126.html, 2001.

[6] Wang Panfeng.The Review and Reflection on the Textbook Policy Discourse System in China since Reform and Opening-up [J]. Curriculum, Teaching Material and Method, 2021, (09), 55-62.

[7] ICTR.History of Textbook Construction in Primary and Secondary Schools in New China (1949-2000) Research Series: English Volume [M]. Beijing: People's Education Press: 136, 2010. 

[8] MOE.General High School Curriculum Standards(English) (2003 Edition) [S]. Beijing: People's Education Press, 2003. 

[9] General Office of the State Council, PRC. Opinions on Lowering the Prices of Primary and Secondary School Textbooks and Deepening the Reform of the Textbook Management System [EB/OL] Central People’s Government of the People's Republic of China, Https://www.gov.cn/ zhengce/ content/2016-09/30/content_5114294.html,2001-06-04.

[10] MOE. Compulsory Education Curriculum Standards(English) (2011 Edition) [S]. Beijing: People's Education Press, 2011.

[11] MOE.Interim Measures for the Management of the Selection of Primary and Secondary School Textbooks [EB/OL]. Ministry of Education of the People's Republic of China. (2014-10-09)Http://www. moe.gov.cn/srcsite/A26/moe_714/201410/t20141009_176575.html, 2014.