1 Introduction

The importance of building an educational powerhouse was emphasized, and the central role of textbooks was pointed out. Although the construction of foreign language textbooks in China has achieved results, there are still problems, such as insufficient reflection of the reform concept of foreign language talent training mode in the new era, insufficient integration of value shaping and knowledge ability, weak awareness of serving national development needs, unsystematic implementation of major theme education content, and new technological challenges. The emergence of these problems is related to the lack of effective evaluation criteria. There are differences in the research on textbook evaluation standards between domestic and foreign countries. Foreign research started earlier and has abundant results, while domestic research started later and has problems, such as a lack of systematic evidence-based construction, insufficient response to national foreign language education policies, and evaluation rules that focus on content selection and ignore the nature of education and teaching. The aim of this study is to construct a localized framework for evaluating foreign language textbooks, focusing on the feelings of evaluation subjects, addressing existing problems, and filling in research gaps.

2. Basis and principles for defining key concepts and constructing standard frameworks

The concepts of textbook evaluation, textbook review, and textbook evaluation standards were defined in detail, and the basis and principles for constructing the framework of textbook evaluation standards were discussed. Textbook evaluation is a scientific analysis of the quality and value of textbooks, and textbook evaluation criteria are tools for evaluating textbooks, including quantitative scoring tables and qualitative statement lists. There are differences between textbook review and textbook evaluation, mainly reflected in the participating subjects, standards, procedures, and results. The foundation of constructing a framework for textbook evaluation standards is the definition of textbooks and their essential attributes, involving philosophical, psychological, and educational levels. Foreign language textbooks are the core carriers of foreign language education and teaching activities, which should reflect the goals and value orientation of educational and teaching activities, integrate language acquisition research results, pay attention to learners' psychological and cognitive characteristics, and follow teaching laws. The main basis for constructing an evaluation criteria framework includes defining textbook concepts and attributes, relevant curriculum standards, user perception, researcher opinions, writer cognition, and textbook management methods. The development principles include consistency with the educational goals of the discipline, the combination of empirical induction and conceptual deduction, the combination of theoretical research and practical application, the combination of international experience and local reality, highlighting essential attributes while considering special attributes, and the combination of academic norms and comprehensibility in framework and indicator discourse.

The process and methods of constructing and validating the 3 standard frameworks

Elaborated in detail the process and methods of constructing and verifying the evaluation criteria framework for foreign language textbooks. Firstly, a preliminary framework and dimensions were constructed through literature analysis and grounded theory analysis. Subsequently, through 192 semi-structured interviews, the opinions of potential evaluators were collected, resulting in 36 descriptive items and ultimately determining six primary indicators and 18 secondary indicators. Then, through expert argumentation and quasi Delphi method for qualitative verification, a revised draft of the standard framework is formed. Afterwards, through quantitative verification, including reliability and construct validity verification, the stability and reliability of the standard framework are ensured. Finally, the project expert group verified and confirmed the standard framework, determined the presentation order of primary indicators, and laid the foundation for subsequent applications. The entire construction and validation process takes into account both qualitative and quantitative research methods, ensuring the scientific, normative, and applicable nature of the standard framework.

Interpretation of the Connotation of Level 1 Indicators in the Four Standard Framework

Briefly interpreted the connotation of the first level indicators in the evaluation standard framework for foreign language textbooks. The ideological emphasis on textbook construction is a national responsibility, which requires the implementation of correct thinking and the cultivation of socialist core values. Normative guidelines state that textbooks should comply with national curriculum standards, disciplinary discourse systems, academic norms, and publishing regulations, reflecting the country's stance and effectiveness in textbook governance. Scientificity requires accurate and standardized language in textbooks, rich and reliable selection of materials, and scientific organization to present language, cultural knowledge, and learning strategies. Systematically emphasizing that the content structure of textbooks reflects the laws of language, knowledge, and ability development, and the arrangement is holistic and logical, with coherent connections between units, volumes, and educational stages. Applicability requires that the selection and arrangement of textbook content reflect social and cultural appropriateness, with moderate difficulty and capacity, and meet the diverse development needs of students. Interest emphasizes that textbooks should guide students to learn through various ways, pay attention to reality and student life, stimulate positive emotions, enhance subjective initiative, and promote efficient learning.

5 Conclusion

This chapter summarizes the importance and necessity of constructing a framework for evaluating local foreign language textbooks, introduces a theoretical model consisting of six primary indicators and 18 secondary indicators, and verifies its stability, reliability, and usability. This framework provides scientific and systematic support for textbook selection and evaluation, and has guiding significance for foreign language education and talent cultivation. It is an integral part of the innovative development of China's distinctive foreign language education knowledge system.