Research On Sentiment Analysis Of Senior Chinese Textbooks In Elementary School

Reading for all has become a national strategy nowadays.As the youngest reading group,children play a pivotal role in their individual development and have profound educational effects.Studies have shown that children’s emotional understanding can be improved by reading,and children’s reading is related to their early emotional development.Existing reading literacy assessment and children’s graded reading are mostly from the perspective of academic performance and cognitive understanding,and less from the perspective of students’ emotional development.In order to better realize the affective education function of children’s reading and provide children with stepped and personalized reading materials,it is necessary to explore the grading of reading text from children’s cognitive and emotional needs.Senior elementary school students are the key stage for students to change from "learning and reading" to "reading and learning." In view of this,this study uses Chinese textbooks as representative reading materials,analyzes the emotional characteristics of primary school students’ Chinese textbooks,and looks at the degree of matching of the existing bibliography with the needs of students through the children’s acceptance of reading texts.Read the basic guidelines for grading instructions.At the same time,it examines its applicability and quality as a reading resource for children’s affective education,as well as primary school students’ reading acceptance and feedback effects.The main contents of this study include:(1)Sort out the concept of "affective education" through literature surveys,distinguish it from similar concepts of "moral education",clarify the connotation and extension of the two,and then redefine "affective education".On the basis of clarifying multiple similar concepts,the relationship between children’s reading,affective education,and children’s readings should be straightened out to lay a solid foundation for the subsequent research.(2)Select the Chinese texts for the fourth grade as the research object,analyze the text from the emotional perception and moral education function level,and extract the emotional features.(3)Select the fifth-grade elementary school students who have studied the fourth-grade texts as empirical objects,design a questionnaire based on the text’s emotional characteristics and text acceptance,and implement the questionnaire survey.Then use Stata software to conduct a correlation analysis which explores the impact of the text’s emotional characteristics on student acceptance.(4)Combine with the empirical results,analyze whether the emotional characteristics of the text have an impact on student acceptance,and what kind of impact has been produced.Mirror image theory and reader response theory reveal the carrier role of Chinese textbooks in school affective education and student reading.Eventually the principle of children’s graded reading guidance is established.This study draws the following conclusions:(1)The positive and negative emotional differentiation of the fourth-grade Chinese textbooks is obvious,and the single-dimensional emotional orientation of the textbooks is prominent,and the diversity is insufficient.(2)The emotional characteristics of textbooks do have an impact on the acceptance of students.The storyline of the text,the positive emotion of the text,the diversity of emotions,and the personality of the characters have different degrees of influence on the acceptance of students.Students are keen on texts with a variety of emotions and even distribution.Positive emotions in texts may cause students’ resistance to a certain level.(3)The realization of the goal of children’s affective education depends on the emotional connection between children’s reading and children’s books.Children’s reading is the right approach and children’s books are the carrier.(4)The establishment of children’s reading classification standards should take into account the cognitive and emotional characteristics of the text,especially the emotional diversity of the text.The innovation of this research lies in: First of all,it promotes the existing children’s graded reading theory.This research is child-oriented,from the acceptance of primary school students’ reading acceptance,to understand children’s emotional needs in reading,to guide children’s graded reading,and to provide ideas for building a scientific children’s graded reading system.The research results can make up for the existing children’s graded reading theory,which has strong practical significance.Secondly,there is a breakthrough in the research method layer,which combines the research methods of library and information science with psychology and sociology,adopts systematic thinking,and interprets children’s reading acceptance from the perspective of the combination of subject,object and environment.The research completed from the empirical level is more objective and trusted,which is complementary to the existing single-dimensional research and deepens the qualitative research.This study has certain exploration and guidance significance for improving the reading grading of children’s books,recommendation of reading guidance and reading promotion,and thus guiding and promoting the affective education of children in our country:(1)Grasp the emotion of the text and promote accurate recommendation reading.Children’s reading requires the guidance of experienced people.Libraries and publishing organizations in various places have been conducting children’s reading guidance and recommendation work,but there are still problems such as lack of theoretical basis and recommendation standards.Concentrating the emotional characteristics of the article is not only conducive to inspiring its enthusiasm for reading,but also conducive to its digestion and understanding of the content of the text,to achieve a balanced development of children’emotions.(2)Match the needs of children,improve reading grading guidance.For children whose physical and mental development is not complete,we should design reading grading standards according to their cognitive and emotional needs,and provide stage specific reading ration.(3)Implement affective education based on readings in and out of class.In the current situation of insufficient innovation in affective education methods,different schools,and limited implementation scope,relying on Chinese textbooks to achieve affective education is the most feasible plan.This research is based on a limited sample.Limited to children’s cognitive acceptance in primary school,there are certain flaws in the design of the questionnaire.The model construction is slightly insufficient.Subsequent research will be further revised and improved.