A Research On The Vocabulary Of Chinese Textbooks In The Compulsory Education Stage

After the start of the autumn semester in 2017,all schools began to use the unified textbooks of Chinese,history,morals and rule of law.The textbooks of the three subjects took two years to achieved full coverage in the compulsory education.In the 2022 Chinese syllabus,it is mentioned that "the compulsory education curriculum stipulates the educational objectives,educational contents and basic teaching requirements,reflecting the will of the country and played a key role in fostering virtue and educating people." As a basic education,compulsory education has an important impact on both personal development and national progress.In particular,the use of Chinese textbooks plays an indispensable effect in popularizing Putonghua and strengthening national cohesion.Taking the Chinese textbooks in compulsory education as the research object,according to the requirements of the latest version of Chinese curriculum outline(2022),the unified Chinese textbook are divided into four periods,grades 1～2,grades 3～4,grades 5～6 in primary school and grades 7～9 in junior high school.Using corpus and other research methods,as well as tools such as Ant Conc,the distribution of vocabulary in each stage is examined from the perspectives of number,frequency and dispersion.Especially the distribution of high-frequency vocabulary and kinship vocabulary in each period is analyzed in detail,so as to investigate the characteristics of vocabulary used in textbooks.The full text is divided into six parts:The introduction mainly clarifies the motive and significance of the subject selected,sorts and classifies the current situation of Chinese textbooks and vocabulary research in Chinese textbooks,and provides a detailed introduction to the research methods used in this article.The first chapter chiefly introduces the methods,tools and processing of corpus,and show the construction process of compiling the corpus of textbooks,including the selection,cleaning and vocabulary segmentation of corpus.The second chapter mainly counts the distribution characteristics of vocabulary in the textbooks of each period,including vocabulary count,frequency and dispersion.Judging from the amount of words,the total vocabulary count and number of vocabulary types in the textbooks are increasing.In terms of vocabulary frequency,there is a negative correlation between the number of vocabulary in each frequency band and the number of vocabulary.The higher the frequency,the fewer vocabulary types,and vice versa.From the perspective of dispersion,the proportion of vocabulary with even distribution is the smallest,while the proportion of vocabulary with uneven distribution is the largest.This means that the majority of vocabulary are used in a concentrated manner,while a very small number of vocabulary are used widely and evenly.To help students grasp the key points of vocabulary learning,the third chapter makes a statistical analysis of the distribution of high-frequency vocabulary in four learning periods.The results show that high-frequency and high-distribution vocabulary are widely used and distributed in the compulsory education stage,and are often the core vocabulary used in language expression,with high versatility.However,high-frequency and low-distribution vocabulary reflect different themes of different segments.In the first period,most of the texts are about animals and nature.In the second period,there are more texts with the theme of juvenile growth;The third period is mostly texts with the theme of traditional excellent culture;The theme of the fourth period is more diversified,especially there are more texts with the theme of scientific and technological innovation.In order to examine the construction of family and kinship relationships in the textbook,Chapter 4 investigates and analyzes kinship vocabulary through text distribution,frequency distribution,and theme distribution.This article classifies kinship vocabulary into four categories: direct kinship vocabulary,collateral kinship vocabulary,in-law kinship vocabulary,and spouse kinship vocabulary.The investigation results indicate that direct kinship vocabulary are the most commonly used in the textbook,followed by collateral kinship vocabulary,with in-law kinship vocabulary being used the least.In addition,there are more kinds of kinship vocabulary for elders and male relatives.As the academic level increases,the use of kinship vocabulary gradually becomes richer,showing a trend of transition from spoken language to written language.Furthermore,from the theme distribution of kinship vocabulary,as the academic level increases,the expression of ideas with the same theme becomes more diverse and profound,reflecting the periodicity and developmental nature of the same learning task group in different academic stages.The conclusion provides a comprehensive overview of the vocabulary used in the textbook,with a focus on summarizing the characteristics of the usage of high-frequency and kinship vocabulary.