基于“新大纲”的《新实用汉语课本》语料难度定量分析

发布时间：2018-08-15 16:19

【摘要】：教学大纲与教材间的契合度是教材评估的基本依据,教材语料难度评估也不例外。经考察,现有的汉语二语教材难度测试标准陈旧,不能满足当前汉语二语教材编写和修订需要,表现为难度要素和大纲依据的选取存在一定的随意性。在归纳总结英语易读性研究和汉语教材语料难度研究的基础上,依照汉语二语教材编写与评估理论,并借鉴阅读心理学研究成果,尝试构建一个多维度、多层级的教材语料难度测试的基本框架。该框架认为,语料难度定量分析本质上是客观量化的系统性的教材评估活动,测量对象是语言文字因素引起的阅读难度。它包括要素难度定性及定量、数据统计及初步分析、综合分析与评估三大标准化流程;要素存在于汉语、汉字等维度,又可切分到语法层、音系层等层面,进而演化出语料长度、句子长度等难度测量要素;评估包括横向评估与纵向评估,内部评估与外部评估。在此框架指导下,依据《国际汉语教学通用课程大纲》,运用"五要素难度定量分析法",测量《新实用汉语课本》语料难度。研究显示,教材难度大致符合入门-初级-中级递进的要求,但存在入门教材难度跨度过大,过渡教材局部难点项目过多等问题,应针对性地调整难点的数量及其分布,使之符合难易适度、循序渐进的语料编排要求。《新实用》个案分析过程也表明,基本框架在解释要素之间的制约关系、提升测量技术手段等方面存在改进的空间。
[Abstract]:The degree of conformity between syllabus and teaching material is the basic basis of teaching material evaluation, and the evaluation of the difficulty of teaching material corpus is no exception. Through investigation, the existing Chinese second language teaching material difficulty test standard is old, can not satisfy the current Chinese second language teaching material compilation and revision need, the manifestation is the difficulty factor and the outline basis selection has the certain arbitrariness. On the basis of summing up the research on readability of English and the research on the difficulty of Chinese textbook corpus, according to the theory of compiling and evaluating Chinese second language textbook, and drawing on the research results of reading psychology, this paper tries to construct a multi-dimension. The basic frame of the multilevel teaching material corpus difficulty test. The framework holds that quantitative analysis of corpus difficulty is essentially an objective and systematic evaluation of teaching materials, and the object of measurement is the reading difficulty caused by language and character factors. It includes three standardized processes: qualitative and quantitative analysis of elements, statistical data and preliminary analysis, comprehensive analysis and evaluation. The elements exist in the dimensions of Chinese and Chinese characters, and can be divided into grammatical and phonological levels. Then, the difficulty measurement elements such as corpus length, sentence length and so on are evolved. The evaluation includes horizontal and vertical evaluation, internal evaluation and external evaluation. Under the guidance of this framework, according to the General Curriculum of International Chinese Teaching and the quantitative Analysis of five elements' difficulty, the paper measures the difficulty of corpus of New practical Chinese textbook. The research shows that the difficulty of teaching materials is roughly in line with the requirements of entry-primary and intermediate progression, but there are some problems such as the difficulty span of the introductory textbooks and too many difficult items in the transitional teaching materials, so the number and distribution of the difficulties should be adjusted pertinently. The case analysis also shows that there is room for improvement in the basic framework in terms of explaining the restrictive relations among the elements and improving the measurement techniques.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.4

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