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High school English textbook should be able to cultivate students' patriotic sentiment and cultural self-confidence, help students improve their thinking quality and form correct value judgement, develop emotional feelings and will quality, and ultimately implement the fundamental task of cultivating morality. In this paper, on the basis of the theory of positive discourse analysis, we use Liu Huani's (2022) Ideological and Political Parenting Value Integration Conceptual Framework to analyze the discourse texts of compulsory English textbook of the New Senior English for China (NSEFC) (2019 Edition) to reveal the distribution of the elements of ideological and political Parenting in the texts. Through the questionnaire survey, we also learn about the self-evaluation of the high school students' performance in the area of ideology and politics. By examining the matches or differences between the integration of the elements of political and ideological parenting in the textbook and the real performance of high school students, we summarize the characteristics of the elements of ideological and political parenting in this edition of the textbook.
Xie et al. (2024) studied this question.