A Corpus-based Study On The Words Used In The Chinese Curriculum Standard Of Primary School In The Past Century

The Chinese Curriculum Standard of Primary School is a programmatic document to standardize Chinese curriculum of primary school in our country,which reflects the educational thought and concept of primary school Chinese curriculum in China.Since1902,China has promulgated a total of 27 relevant curriculum documents.Almost every new document has played a vital role in the Chinese education of primary schools.Researching on the primary school Chinese curriculum standards since 1902 will be helped to grasp the context of the evolution of primary school Chinese curriculum standards.Through diachronic analysis,we can explore the changes of Chinese curriculum standards in focuses and themes in the past century.Therefore,the thesis is based on 25 primary school Chinese curriculum standards from 1902 to 2000,as well as 27 curriculum documents from Chinese curriculum standards(experimental draft)(2001)and compulsory education Chinese curriculum standards(2011).Combined with social development,history,politics,economy and other factors,this thesis is divides into five stages-1902-1911,1912-1949,1950-1976,1977-1999 and 2000 to present.In the research,corpus linguistics,comparative research,quantitative analysis and interpretation are mainly adopted.This thesis analyzes the primary school Chinese curriculum standards by stages.Firstly,it presents the era background of the Chinese curriculum standards in each stage;Secondly,with the help of Ant Conc software,it mainly starts from two aspects: high-frequency words and subject words.The author explored the text context where the words are allocated,sorted out the primary school Chinese curriculum standards since 1902,making a phased and systematic analysis and sorting out different focuses of Chinese education in the past century.The first chapter analyzes the high-frequency words and subject words in the1902-1911,and finds that the teaching content is mainly the reading and learning of "four books and five classics",and the Chinese teaching has a certain feudal nature.The second chapter elucidates the high-frequency words and subject words in the curriculum standards from 1912 to 1949,and finds that this stage focuses on the "practicability" of Chinese education,the educational concept is child-centered,and the social value of Chinese is emphasized.The teaching content mainly focuses on stories,teaching materials and practical articles.The third chapter combs the high-frequency words and subject words of the Chinese curriculum standard from 1950 to 1976.It is found that the Chinese education at this stage mainly serves politics,with a strong political color.The teaching is mainly carried out with the language knowledge as the main body.The language knowledge such as characters,words and sentences occupies a major position in Chinese teaching,which mainly reflects the "instrumental" orientation of Chinese.The fourth chapter analyzes the high-frequency words and subject words of the primary school Chinese curriculum standard from 1977 to 1999.It is learned that this stage presents the value orientation of knowledge-based,pays attention to the students' learning of basic knowledge and basic skills,improves the quality of Chinese education,turns to the moral education of students' patriotism,ideology and morality,and gradually promotes quality education.The fifth chapter combs the high-frequency words and subject words in the primary school Chinese curriculum standards since 2000,and finds that the value tendency of people-oriented in the curriculum standards during this period has become increasingly obvious,gradually turned to the core literacy education,pay attention to the "humanity" of Chinese.The sixth chapter combs and analyzes the high-frequency words and subject words in the five stages;At the same time,by comparing the policy statements and the sorted out high-frequency words and subject words in the curriculum standards in 2001 and 2011,it can be found that the sorting of high-frequency words and subject words generally conforms to the description of the policy documents,and can basically reflect the value orientation and educational philosophy contained in the curriculum standards.It also proves the applicability of using the method of corpus linguistics to sort out high-frequency words and subject words for the analysis of diachronic text documents,and expands the research scope of curriculum standards in the future.The conclusion puts forward two suggestions for the formulation of curriculum future standards: one is to further improve the levels and distinction of Chinese ability classification,the other is to further improve the basic Chinese learning content.In order to further improve the level and distinction of Chinese ability classification and the relevant expression of the basic content of language learning.