어휘 통계 분석을 활용한 중국의 교육 현대화 담론 추이 고찰

Abstract

This study aims to review the trends in discourse on China’s ‘Education Modernization’, and based on this, to gain a meaningful prospect for future development, by using lexicostatistic analysis. To this end, we searched for papers related to ‘Education Modernization’ published from 2019 to the end of 2021 from the academic journal category on the China National Knowledge Infrastructure(CNKI, 中國知網); a total of 3,751 papers were examined. First, after extracting all the abstracts of these papers, we generated a list of words using Parsing program, CorpusWord Parser and corpus analysis program, AntConc, Python, etc. Among them, a total of 1,482 words were confirmed as the final analysis target based on frequency. Secondly, we calculated the rate of change in the frequency of each word by unifying the parameters of each year’s papers, and thereby secured a spreadsheet showing the annual, as well as combined, frequency and rate of change of the target word during the period of three years. Lastly, an analysis of the trends in discourse on ‘Education Modernization’ was performed using visualization methodologies such as statistical graphs and word clouds. As a result of the analysis, it was confirmed that the most crucial concept of the discourse on ‘Education Modernization’ during the period is ‘發展’, and among the top 10 strategic goals proposed by ‘China's Education Modernization Plan towards 2035’, the contents related to “building a pool of teachers”, “training talent in university education”, and “education informatization” were raised as the central issues. In addition, it was found that the representative words that led to the direction of strong upward change during this period were ‘評價’ when based on the frequency and ‘十四五’ when based on the rate of change. The year-by-year changes in keywords of the discourse on ‘Education Modernization’ from 2019 to 2021 were also identified. This study is meaningful in that based on specific numbers, it has laid a foundation for grasping to what degree of weight and intensity the new issues that cause a change in discourse affect and lead to substantial change among the main concepts and topics that form the core of the discourse of ‘Education Modernization’. The outcome of this study is meaningful in that it attempted to identify the overall outline of the discourse topography before specific and theoretical analysis on ‘Education Modernization’ discourse could take place. It also examines how the main concepts that form the core of the discourse combine with the emerging issues that can cause a change in discourse.