【摘要】：教學(xué)大綱與教材間的契合度是教材評估的基本依據(jù),教材語料難度評估也不例外。經(jīng)考察,現(xiàn)有的漢語二語教材難度測試標準陳舊,不能滿足當前漢語二語教材編寫和修訂需要,表現(xiàn)為難度要素和大綱依據(jù)的選取存在一定的隨意性。在歸納總結(jié)英語易讀性研究和漢語教材語料難度研究的基礎(chǔ)上,依照漢語二語教材編寫與評估理論,并借鑒閱讀心理學(xué)研究成果,嘗試構(gòu)建一個多維度、多層級的教材語料難度測試的基本框架。該框架認為,語料難度定量分析本質(zhì)上是客觀量化的系統(tǒng)性的教材評估活動,測量對象是語言文字因素引起的閱讀難度。它包括要素難度定性及定量、數(shù)據(jù)統(tǒng)計及初步分析、綜合分析與評估三大標準化流程;要素存在于漢語、漢字等維度,又可切分到語法層、音系層等層面,進而演化出語料長度、句子長度等難度測量要素;評估包括橫向評估與縱向評估,內(nèi)部評估與外部評估。在此框架指導(dǎo)下,依據(jù)《國際漢語教學(xué)通用課程大綱》,運用"五要素難度定量分析法",測量《新實用漢語課本》語料難度。研究顯示,教材難度大致符合入門-初級-中級遞進的要求,但存在入門教材難度跨度過大,過渡教材局部難點項目過多等問題,應(yīng)針對性地調(diào)整難點的數(shù)量及其分布,使之符合難易適度、循序漸進的語料編排要求。《新實用》個案分析過程也表明,基本框架在解釋要素之間的制約關(guān)系、提升測量技術(shù)手段等方面存在改進的空間。
[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.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.4

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