从教育类新词语看中国近10年的教育状况 —以《中国语言生活状况报告》收录的2013-2022年度教育类新词语为对象

초록

Social changes often lead to changes in language. These linguistic changes can be explored to understand the social conditions and transformations of the time. The emergence of new words reflects the appearance of new phenomena and entities in social life, thus allowing us to explore the social conditions and changes through these "new words." Education has always been a matter of public concern and a hot topic in academic research. We hope that this paper can serve as a starting point for studying the status and changes of Chinese education from the perspective of newly coined terms. This paper exhaustively examines 89 newly emerged terms related to education, as documented in the "Report on the Status of Chinese Language Life" from 2013 to 2022. Based on the theoretical framework of the co-variation between language and society, the paper analyzes and discusses these terms from four aspects: category distribution, annual distribution, frequency of usage, and the derivative educational issues implied by these new terms. The research underscores two notable findings. Firstly, over the decade from 2013 to 2022, the Chinese government has promulgated numerous policies and legislation pertaining to education. These encompass initiatives such as the "dual reduction," "broadening education," "comprehensive enrollment," "exam broadening," "assignment scoring system," aimed at steering middle school education towards a paradigm of "quality education" by transcending the narrow focus on examination scores. Efforts have been made to facilitate the transition of Chinese education, including measures like the "dual cultivation plan," "external cultivation plan," "practical cultivation plan," and the development of "double first-class" universities. Additionally, endeavors such as the promotion of "educational communities" aimed at enhancing the quality and equity of compulsory education in urban and rural areas have been pursued. However, the efficacy of some policies has been subject to scrutiny, with dissenting voices questioning their actual impact. Secondly, the paramount importance accorded to examinations, academic credentials, and employment prospects in Chinese societal life is evident. This is manifested in various phenomena such as the pervasive "exam culture" and the entrenched doctrine of education solely focused on academic achievements, which profoundly influences children. The prevalence and high frequency of usage of terms associated with these phenomena underscore societal preoccupations. Conversely, the relative dearth of vocabulary related to character education signals an area necessitating strengthening within the Chinese educational landscape. In conclusion, the trajectory of Chinese educational development is largely shaped by government policies, while technology also plays a pivotal role in the evolution of educational paradigms. However, effective policy implementation and technological application require comprehensive consideration and appropriate constraints. Presently, Chinese education is in a phase of transformation, with a myriad of issues arising, underscoring the need for in-depth research and analysis.

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