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

Looking at China’s Education Situation in the Past 10 Years from the Perspective of New Educational Words: Taking the New Words in the Education Category from 2013 to 2022 Included in the “China Language and Life Situation Report” as the Target

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.

社会变化会引起语言的变化，从语言的变化可以探究当时社会生活的状况和变化。新词语的出现正是反映了社会生活中出现的新现象和新事物，因此我们可以通过“新词语”探讨社会生活的状况和变化。教育问题一直是人们关注的问题，也一直是学界研究的热点话题。我们希望这篇论文能为从新词语角度探讨中国教育状况及变化的研究抛砖引玉。本文对《中国语言生活状况报告》中收录的2013—2022年度媒体新词语进行了穷尽式梳理，共整理出89个教育类新词语。在此基础上以语言与社会“共变”为理论，从类别分布和年度分布、使用频次、从新词语看教育的衍生问题四个方面对其进行了分析和探讨。 研究有两个方面的发现值得关注。1）2013-2022年的10年间，中国政府出台了很多教育相关的政策和法律，如期待用“双减”、“教宽”、“综招”、“考宽”、“赋分制”等政策、破除“唯分数论”，引导中国初中等教育向“素质教育”转型；援助“双培计划、外培计划、实培计划”和建构”双一流“高校，以谋求高校的的发展；以推进“教共体”，即城乡义务教育共同体，以提升城乡义务教育优质均衡水平的发展；颁布法律“红七条、红六条、师德红线”来规范教师行为等等。但从实际的效果来看，有些政策的实施尚未达到预期效果，有些还有不赞同的呼声。 2）在中国社会生活中考试、学历、就业的重要性被极为明鲜地展露出来，反映在其带来的各种“卷”现象，以及“唯成绩论”的观念教育对孩子产生的深刻影响上。这类词语数目多，且使用频次高，反映了人们对它们的极度重视，而相对关于人格教育类词语的缺失，反映了中国教育在这方面需要反思。 总之中国教育的发展明鲜以政府政策为导向，同时科技在教育模式变迁中也扮演着重要角色，但政策的实施和科技的应用需要全面的考量与相关的约束。当前中国教育正处于变革之中，由此引发的各种问题，值得深入研究。