古代汉语是中国语言文学专业的核心课程,然而现有教材编写在篇章选择、内容编排和知识点取舍上多基于主观经验,教学成效难以量化评估。该文基于先秦典型文献的词汇现象的频率、重要程度以及古今词义的差异,讨论了面向古代汉语教学的词汇知识点语料库的建设,提出了古代汉语教材词汇教学预期成效的计算方法,并以王力主编《古代汉语》和王硕编著《汉语古文读本》两种性质不同、文选编排顺序不同的教材作为个案,对比分析了两部教材的篇幅、知识点分布和学习曲线,从量化数据上佐证了学界对两种不同性质教材的定性认识,同时也证明所提出的教材预期成效评估方法的合理性。进一步讨论了文选的重新排序,获得了更加符合循序渐进教学过程的学习曲线。基于语料库的古代汉语教材预期成效评估方法不仅为教材评估提供了量化方法,也为成效导向教学在古代汉语课程的应用提供了探索性的思路和基础数据。
Abstract
Ancient Chinese is a core course in the Chinese language and literature program. However, its intended learning outcomes with the existing textbooks are hard to evaluate, as the article selection, language point analysis, and overall arrangement are mostly based on editors' subjective experience. In order to quantify the expected learning outcomes, we put forward a novel approach based on a teaching-oriented lexical corpus of pre-Qin classics, which takes the frequency, importance, and semantic evolution of words into consideration. Then a case study is carried out by comparing two representative textbooks, Ancient Chinese (by Prof. Wang Li, editor in chief) and An Ancient Chinese Reader (2nd edition, by Prof. Wang Shuo), in regard to text length, language point density, distribution of new language points, as well as the learning curve. The quantitative results support the traditional qualitative understanding of these two sets and prove that our approach is valid. In the end, the re-ordering of the articles in the textbooks is discussed and a new learning curve which better fits the principle of gradual improvement is obtained.
关键词
古代汉语 /
词汇知识点 /
语料库 /
成效导向教学 /
教材成效计算
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Key words
ancient Chinese /
lexical knowledge point /
corpus /
outcome-based education /
outcome evaluation
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参考文献
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脚注
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基金
国家社会科学基金(16BYY143)
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