基於語料庫的古代漢語教材預期成效評估方法及應用

古代漢語是中國語言文學專業的核心課程，然而現有教材編寫在篇章選擇、內容編排和知識點取捨上多基於主觀經驗，教學成效難以量化評估。該文基於先秦典型文獻的詞匯現象的頻率、重要程度以及古今詞義的差異，討論了面向古代漢語教學的詞匯知識點語料庫的建設，提出了古代漢語教材詞匯教學預期成效的計算方法，並以王力主編《古代漢語》和王碩編著《漢語古文讀本》兩種性質不同、文選編排順序不同的教材作為個案，對比分析了兩部教材的篇幅、知識點分布和學習曲線，從量化數據上佐證了學界對兩種不同性質教材的定性認識，同時也證明所提出的教材預期成效評估方法的合理性。進一步討論了文選的重新排序，獲得了更加符合循序漸進教學過程的學習曲線。基於語料庫的古代漢語教材預期成效評估方法不僅為教材評估提供了量化方法，也為成效導向教學在古代漢語課程的應用提供了探索性的思路和基礎數據。
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 (2 nd 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. Copyright © 2018 中國科學院軟件研究所.