A Multidimensional Grading Method and System for Chinese Children's Reading Materials

Abstract

The present invention discloses a multi-dimensional grading method and system for Chinese children's books, which comprehensively evaluates the reading difficulty of Chinese children's books from the perspective of both cognition and emotion, and grades the children's books. The generation of the grading code includes three dimensions: text cognition dimension, text emotion dimension, and text function dimension, and is composed of multiple indicators. The grading indicators form a multi-dimensional grading code through mathematical calculation methods and classification discrimination, which is used to measure the language recognition difficulty and emotional acceptance difficulty of Chinese children's books. According to the difficulty results, a variety of grading selection modes under cognitive orientation, emotional orientation, and cognitive and emotional comprehensive orientation are provided. Guided by the facet combination classification method, the present invention measures and grades the reading cognitive difficulty and text emotional complexity of books, and establishes a multi-dimensional grading system for Chinese children's books that conforms to the characteristics of the Chinese language and the local social and cultural environment.

Description

Technical Field

[0001] The present invention belongs to the technical field of book classification and evaluation, and particularly relates to a multi-dimensional classification system and method for Chinese children's reading materials. Background Art

[0002] The development of children's book publishing and digital media has created an urgent need for children's step-by-step reading and graded reading guidance, driving the practical need for children's reading grading evaluation and children's book grading measurement methods. Existing foreign graded reading systems such as the Lexile graded reading assessment system and the A-Z reading system are difficult to adapt to Chinese children's reading materials due to language differences, social systems, and cultural background differences. Their grading systems and grading methods cannot be simply transplanted, while China's education policy requires the establishment of a Chinese language step-by-step reading system that conforms to the characteristics of Chinese children. The "Compulsory Education Chinese Curriculum Standards (2011 Edition)" requires designing curriculum objectives from three aspects: knowledge and ability, process and method, and emotional attitude and values, to achieve the unity of instrumental and humanistic nature, and puts forward overall requirements for children's reading, including various aspects such as the development of children's reading ability, emotional education, and moral education, emphasizing the role of reading in the balanced development of children's emotions and intellectual abilities.

[0003] The existing grading standard systems can be mainly classified into two categories: one is mainly based on the objectivity of the difficulty of the reading text content, without considering the differences in children's emotional needs and aesthetic tastes; the other is mainly relying on the knowledge and subjective experience of education and reading experts, using children's age or grade as the main basis for grading. Due to the different growth and development, socialization levels, and cultural environments of children, there are significant differences in reading abilities and reading interests among individual children. The above two types of graded reading standards mainly use age and grade as the criteria and language difficulty as the main grading basis, with a single dimension and a simple classification model, lacking consideration for children's emotional development needs and the differences in independent reading. Moreover, due to the complexity of the main body involved in children's education and the diversity of the demand scenarios in the children's reading market, the problem of how to achieve quantitative evaluation and systematic independent evaluation of children's book grading has not been solved, and currently, it is still mainly in the form of recommended book lists judged by experts' subjective experience. Summary of the Invention

[0004] The technical problem to be solved by the present invention is to construct a multi-dimensional classification system for Chinese children's books from multiple dimensions such as text difficulty, theme type, and text emotion. Guided by the faceted classification method, for the evaluation and grading of the reading cognitive difficulty and text emotion complexity of books, a multi-dimensional classification system for Chinese children's books that conforms to the Chinese language characteristics and social and cultural environment is established.

[0005] To solve the above technical problems, the present invention provides a multi-dimensional grading system and method for Chinese children's readers, which are oriented towards text cognition, text emotion, and text function, and quantitatively measure the reading difficulty of Chinese children's readers in multiple dimensions.

[0006] First, the present invention proposes a multi-dimensional grading method for Chinese children's readers, including the following steps:

[0007] S1. Define an index system from three dimensions: text cognition, text emotion, and text function; according to the grading dimensions of the index system, determine the operation indexes under each dimension, including: language cognition difficulty, style type, and graphic-text relationship under the text cognition dimension, emotional polarity and emotional richness under the text emotion dimension, and reading requirement type under the text function dimension;

[0008] S2. Vocabulary list construction and processing: Construct a graded character list, a graded vocabulary list, and a multi-dimensional emotion dictionary as needed;

[0009] S3. Text processing: Perform preprocessing, word segmentation, character segmentation, positive and negative emotion statistics processing on the Chinese children's readers while retaining the main part according to the purpose and needs;

[0010] S4. Match the text with the vocabulary list: Match the text after character segmentation with the graded character list, and count the number of Chinese characters at each level; match the text after word segmentation with the graded vocabulary list and the multi-dimensional emotion dictionary respectively, and count the number of words at each level and the frequency of emotion words in each dimension; thus, obtain the operation indexes of the reader under each dimension;

[0011] S5. Classification category determination; According to the classification rules, determine the style type, graphic-text relationship, and reading requirement type of the book, and determine the classification identifier of the reader;

[0012] S6. According to the principle of faceted classification, integrate the indexes of each dimension by using the sectional marking system, that is, compile the calculation results of each index and the classification identifier to form a multi-dimensional grading code, and obtain the difficulty score and category of the Chinese children's reader under each dimension.

[0013] Furthermore, in the multi-dimensional grading method for Chinese children's readers of the present invention, in step S2, the construction of the graded character list and the graded vocabulary list is derived from the processing of the "Outline of Chinese Vocabulary and Chinese Character Grades (Revised Edition)" formulated by the Office of the National Chinese Proficiency Test Committee; among them, the processing of the character list includes keeping the first-level characters and the second-level characters unchanged, merging the third-level characters and the appendix of the third-level characters into the third-level characters, merging the fourth-level characters and the appendix of the fourth-level characters into the fourth-level characters, and adding fifth-level characters for Chinese characters outside the included character list; the processing of the vocabulary list is to remove the monosyllabic words in the vocabulary list; the character and word levels of A, B, C, D, and E respectively correspond to the character and word difficulty coefficients cl and vl, where cl is the Chinese character difficulty level coefficient and vl is the vocabulary difficulty level coefficient.

[0014] Furthermore, in a multidimensional grading method for Chinese children's reading materials of the present invention, in step S2, the construction of the multidimensional sentiment dictionary is derived from the Chinese sentiment vocabulary ontology library of Dalian University of Technology, and the sentiment words with auxiliary sentiment classification are repeatedly classified into different sentiment classifications by re-aggregating the subcategories into major categories and assigning corresponding major category identifiers.

[0015] On the other hand, the present invention also provides a multi-dimensional grading system for Chinese children's books, comprising:

[0016] The indicator construction module is used to define the indicator system from the three dimensions of text cognition, text emotion, and text function. According to the hierarchical dimensions of the indicator system, the operating indicators under each dimension are determined, including: language cognition difficulty, style type, and image-text relationship under the text cognition dimension, emotional polarity and emotional richness under the text emotion dimension, and reading demand type under the text function dimension;

[0017] The vocabulary building and processing module is used to build a hierarchical word list, a hierarchical vocabulary list, and a multi-dimensional sentiment dictionary as needed;

[0018] The text processing module is used to perform preprocessing, word segmentation, character segmentation, and positive and negative sentiment statistical processing on the Chinese children's reading materials according to the purpose and needs.

[0019] The text and vocabulary matching module is used to match the text after word segmentation with the graded word table, count the number of Chinese characters at each level, and match the text after word segmentation with the graded word table and the multi-dimensional sentiment dictionary respectively, count the number of words at each level and the frequency of sentiment words at each dimension; and then obtain the operation index of the reader under each dimension;

[0020] The classification category determination module is used to determine the book's genre, image-text relationship, and reading demand type based on the classification rules, and determine the classification identification of the book;

[0021] The grading module, based on the principle of facet group classification, uses a segmented labeling system to integrate the indicators of each dimension, that is, compiles the calculation results of each indicator and the classification logo into a multi-dimensional grading code to obtain the difficulty score and category of Chinese children's books under each dimension.

[0022] The present invention adopts the above technical solution, and has the following beneficial effects compared with the prior art:

[0023] (1) Based on the perspective of both cognition and emotion, a multidimensional grading index system for Chinese children's reading materials is constructed. The first-level index content is divided into three dimensions, which include the language cognitive difficulty that the existing grading system focuses on, as well as the role of reading in the balanced development of children's emotional and intellectual abilities and the situational function of reading. Compared with the existing grading standards and systems, the grading dimensions are diversified.

[0024] (2) Based on the characteristics of the Chinese language and the localized reading needs of children, a grading and classification model is adopted to make the grading system more refined and rational, and to achieve multi-layer and multi-dimensional grading of Chinese children's reading materials. The genre type is used to correct the bias effect caused by the genre type of the reading material, and the image-text relationship highlights the important role of images in understanding the meaning of the reading material.

[0025] (3) This grading system does not rely on subjective evaluations and reading guide recommendations by experts. The selection of grading indicators is quantitative and operational. The construction of the graded word list is based on the "Outline of Chinese Proficiency Vocabulary and Chinese Character Levels (Revised Edition)" which has universal significance and normative role, and is based on children's independent and free reading.

[0026] (4) For children, teachers, parents and other guides, as well as publishing organizations, this grading system provides a variety of grading and selection methods under cognitive orientation, emotional orientation, and cognitive and emotional comprehensive orientation, which can meet the reading selection needs of different goal orientations and realize quantitative evaluation and system autonomous assessment. BRIEF DESCRIPTION OF THE DRAWINGS

[0027] Figure 1 It is a schematic diagram of the method flow of the present invention.

[0028] Figure 2 It is a structural schematic diagram of the grading index system of the present invention.

[0029] Figure 3 It is a schematic diagram of the composition and sample of the multi-dimensional hierarchical code based on the facet combination classification method of the present invention. DETAILED DESCRIPTION

[0030] The specific implementation modes of the present invention are further described in detail below with reference to the accompanying drawings.

[0031] The present invention proposes a multi-dimensional grading method for Chinese children's books, comprising the following steps:

[0032] (1) Define the indicator system:

[0033] An indicator system refers to an organism composed of several individual indicators with internal connections; therefore, defining an indicator system means completing the definition of relevant information and concepts of the indicator system. The indicator system information records the overall description and creation information of the indicator system, including determining the purpose of classification, clarifying the classification dimensions and defining the basic information of the indicator system.

[0034] The design principles of the indicator system focus on: the child-centered principle, the individual difference principle, the child-education principle, the principle of balancing reading cognition and emotional experience, the principle of balancing independent reading and education, and the principle of scene reality and functional diversity.

[0035] For the purpose of grading Chinese children's readers around the reading difficulty of multi-dimensional comprehensive evaluation, helping children's reading selection and constructing a ladder reading system that conforms to the characteristics of Chinese children, according to the relevant design principles of the present invention, a grading index system for Chinese children's readers is constructed, and the evaluation dimensions include three aspects: text cognition, text emotion, and text function. The process of designing the index system is as Figure 1 shown.

[0036] (2) Construct grading indicators:

[0037] The construction of grading indicators is to decompose the abstract research object into a behavioral and operable structure according to a certain aspect of its essential attributes and target characteristics; the present invention selects the grading indicators at the scheme layer under the traction of grading dimensions, including three aspects: the language recognition difficulty of Chinese children's readers, the text emotion complexity, and the function type.

[0038] According to the grading dimensions of the index system, determine the operation indicators under each dimension, including language cognition difficulty, genre type, and graphic-text relationship under the cognition dimension, emotion polarity and emotion richness under the emotion dimension, and reading demand type under the text function dimension, a total of 6 indicators. The specific index system is as Figure 2 shown.

[0039] (3) Design grading representation methods:

[0040] The faceted classification method is a literature classification method compiled according to the principles of concept analysis and synthesis. The faceted classification table consists of several facets. A facet is a set of categories generated by dividing a subject field with a single series of classification criteria, that is, a set of simple concepts representing a certain aspect of a certain type of thing. Each facet can also be divided into multiple sub-facets with a finer standard of the same series. The "Colon Classification" created by the Indian librarian S. R. Ranganathan is the most famous faceted classification method. Its main body is the basic classification table and the faceted classification table, and it adopts the sectional notation system, that is, the classification number consists of several sections (segments) with independent meanings. It can not only express a subject concept, but also show each facet and subject factor constituting this subject concept from the sectional form. It is called the "Colon Classification" because it uses the group symbol ":".

[0041] In this embodiment, through the faceted classification method, the six sub-facet grading indicators such as language cognition difficulty, genre type, graphic-text relationship, emotion polarity, emotion richness, and reading demand type under the three dimensions of text cognition, text emotion, and text function are integrated, and the calculation results of each indicator and the classification identifier are compiled to form a multi-dimensional grading code; the ":" is used to connect between each facet to represent a parallel relationship, and the "-" is used to connect between sub-facets. The specific composition method of the multi-dimensional grading code is as Figure 3 shown.

[0042] (4) Vocabulary list construction and processing:

[0043] In this embodiment, the construction of the hierarchical character list and the hierarchical vocabulary list is derived from the processing of the "Outline of Chinese Vocabulary and Chinese Character Grades (Revised Edition)"; the "Outline of Chinese Vocabulary and Chinese Character Grades" was formulated by the Examination Center of the Office of the National Chinese Proficiency Test Committee in 1992. As a standard for Chinese language skills and proficiency, its compilation principle is: "Select high-frequency characters, and when the frequencies are the same, select characters with wide distribution and high usage." The "Outline of Chinese Vocabulary and Chinese Character Grades" includes Chinese vocabulary at four levels: A, B, C, and D. The vocabulary at levels A and B are common words, and the vocabulary at levels C and D are difficult words. With the development of society and the evolution of language, the "Outline" was revised in 1994 for a period of 5 years. Finally, the "Outline (Revised Edition)" includes 2,905 commonly used Chinese characters and 8,822 commonly used words, among which:

[0044] (1) 800 characters at level A (the 800 most commonly used Chinese characters), 804 characters at level B; 601 characters at level C, 700 characters at level D;

[0045] (2) 1,033 words at level A, 2,028 words at level B, 2,022 words at level C, 3,569 words at level D.

[0046] In this embodiment, the processing of the character list includes keeping the characters at levels A and B unchanged, merging the characters at level C with the appendix of level C characters to form level C characters, merging the characters at level D with the appendix of level D characters to form level D characters, and adding characters outside the character list at level E; the processing of the vocabulary list is to remove monosyllabic words from the vocabulary list; the character and word levels of A, B, C, D, and E respectively correspond to the character and word difficulty coefficients cl and vl. cl is the character difficulty level coefficient, and vl is the vocabulary difficulty level coefficient.

[0047] In this embodiment, the construction of the multi-dimensional sentiment dictionary is derived from the Chinese Sentiment Vocabulary Ontology of Dalian University of Technology. Its sub-categories are re-aggregated into major categories, and major category identifiers are assigned correspondingly; sentiment words with auxiliary sentiment classification are repeatedly classified into different sentiment classifications.

[0048] The Chinese Sentiment Vocabulary Ontology of Dalian University of Technology is a Chinese sentiment classification ontology resource sorted and annotated by the Information Retrieval Research Office of Dalian University of Technology under the guidance of Professor Lin Hongfei. It is constructed on the basis of the psychologist Ekman's sentiment classification system. Finally, the sentiments in the vocabulary ontology are divided into 7 major categories and 21 sub-categories. This resource describes a Chinese word or phrase from different perspectives, including information such as the part-of-speech type of the word, sentiment category, sentiment intensity, and polarity. The Chinese Sentiment Vocabulary Ontology can be used to solve problems of multi-category sentiment classification and can also be used to solve general tendency analysis problems.

[0049] (5) Text processing:

[0050] Text processing includes text preprocessing, character splitting, word segmentation, and positive and negative sentiment statistical processing; text preprocessing is to delete the preface, copyright information, author information, postscript, etc. of Chinese children's readers, and retain the main text content of the readers as the object for subsequent operations; character splitting is to use tools to cut the preprocessed text into a set of Chinese character blocks; word segmentation is to use tools to cut the preprocessed text into a set of word blocks; positive and negative sentiment statistical processing is to perform two-dimensional sentiment analysis on the preprocessed text using a tool platform.

[0051] (6) Match the text with the word list;

[0052] The text after character splitting is matched with the hierarchical character list through Python program code to count the number of Chinese characters at each level; the text after word segmentation is matched with the hierarchical word list through Python program code to count the number of words at each level; the text after word segmentation is matched with the multi-dimensional sentiment dictionary through Python program code to obtain the frequency of sentiment words in each dimension.

[0053] (7) Classification category determination. According to the classification rules, by determining the literary style type, picture-text relationship, and reading need type of Chinese children's readers, the classification identifier of the readers is determined.

[0054] The literary style type is classified into: Type Ⅰ, Type Ⅱ, Type Ⅲ,

[0055] Among them, Type Ⅰ is the poetry style; Type Ⅱ is other literary narrative styles; Type Ⅲ is the information description style.

[0056] The picture-text relationship is classified into: P, Pt, Tp.GR(X), T,

[0057] Among them, P is the pure picture type; Pt is the picture-with-text type; Tp.GR(X) is the text-with-picture type, X = ∑gr * gf, gr is the proportion of a single illustration in a single page, and gf is the function of the illustration; T is the pure text type.

[0058] The reading need type is classified into: PC, LA, TI, DE, SM,

[0059] Among them, PC is for personal cultivation, mainly including works such as famous people and biographies; LA is for literary appreciation, mainly referring to works with specific plots and strong sense of situation such as children's literature works, novels, fairy tales, or poetry, prose, and art aesthetic works; TI is for tool information, including popular science, social science knowledge, natural science, tool guides and other types of works; DE is for subject education, mainly referring to relevant reference and tutoring books outside textbooks; SM is for social morality, mainly social norms, rule of law and ideological and political education works.

[0060] (8) Multi-dimensional hierarchical model:

[0061] The present invention includes a multi-dimensional grading system and multiple grading selection modes. The multiple grading modes are based on the grading system and, based on specific indicators within the system, through mathematical calculations and category judgments, are used to measure the language recognition difficulty and emotional acceptance difficulty of Chinese children's reading materials. The multi-dimensional grading mode includes a cognition-oriented mode, an emotion-oriented mode, and a comprehensive cognition-emotion-oriented mode. Cognition-oriented mode: That is, based on language difficulty indicators and the text language feature data of Chinese children's reading materials, calculate the difficulty scores, and perform incremental sorting on the score results of multiple Chinese children's reading materials to determine the reading difficulty level sequence under the cognition orientation; Emotion-oriented mode: That is, based on emotion dimension indicators and the text emotion word feature data of Chinese children's reading materials, calculate the emotional polarity and emotional richness scores, and then perform incremental sorting on the score results of multiple Chinese children's reading materials to determine the reading difficulty level sequence under the emotion orientation; Comprehensive cognition-emotion mode: That is, based on the incremental sorting of the normalized sum result of the comprehensive scores of the language difficulty and emotional richness of Chinese children's reading materials, determine the comprehensive difficulty level sequence of the reading materials.

[0062] Among them, the readability formula for text language difficulty is:

[0063] RL = ∑cl * cr + ∑vl * vr,

[0064] Among them, RL is the language difficulty, cl is the Chinese character difficulty level coefficient, and cr is the proportion of Chinese characters at that level; vl is the vocabulary difficulty level coefficient, and vr is the proportion of vocabulary at that level.

[0065] The formula for text emotional polarity is:

[0066]

[0067] Among them, SP is the emotional polarity; pss is the total positive emotion in the text; nss is the total negative emotion in the text, taking its absolute value; the value range is SP ≥ 0.

[0068] The formula for text emotional richness is:

[0069]

[0070] N = ∑Ni, (i = 1, 2, 3, 4, 5, 6, 7)

[0071] Among them, Ni represents the frequency of emotion words in each dimension of joy, goodness, anger, sorrow, fear, disgust, and surprise in the text, counted by matching with an emotion dictionary; N represents the total amount of emotion words in the text.

[0072] The value of the comprehensive cognition-emotion difficulty score is:

[0073] R = RL + SD,

[0074] Among them, RL is the language difficulty; SD is the text emotional richness; the values of RL and SD are normalized. The RL value is equal to the sum of the ratios of the average difficulty of words and phrases to the highest difficulty; the normalized SD value is equal to the ratio of SD to the extreme value 1.

[0075] The following further specifically illustrates the implementation steps of the solution of the present invention in combination with a specific embodiment:

[0076] The reading materials selected in this embodiment all come from the "Reading Guidance Catalogue for Primary and Secondary School Students (2020 Edition)" developed and released by the Curriculum and Textbook Development Center of the Ministry of Education, including Chinese children's reading material A, Chinese children's reading material B, Chinese children's reading material C, Chinese children's reading material D, and Chinese children's reading material E. The specific steps are as follows:

[0077] The first step: Define the index system;

[0078] The index system refers to an organism composed of several single indicators with internal connections. Therefore, defining the index system means completing the definition of relevant information and concepts of the index system. The index system information records the overall description information and creation information of the index system, including determining the grading purpose, clarifying the grading dimension, and defining the basic information of the index system.

[0079] (1) Determine the grading purpose;

[0080] The grading purpose is to comprehensively evaluate the reading difficulty of Chinese children's reading material A, Chinese children's reading material B, Chinese children's reading material C, Chinese children's reading material D, and Chinese children's reading material E in multiple dimensions, and conduct grading and ranking of reading material A, reading material B, reading material C, reading material D, and reading material E in multiple modes.

[0081] (2) Clarify the evaluation dimension;

[0082] The grading dimension is created according to the grading goal, grading purpose, and overall characteristics of the present invention. Therefore, the present invention has created a total of 3 dimensions: text cognition, text emotion, and text function.

[0083] (3) Define the basic information of the index system;

[0084] The basic information is the overall characteristic description of the index system, including the evaluation industry, industry field, evaluation description, evaluation content, evaluation purpose, etc. The inventor defines the above basic information. The evaluation object of this index system is the published Chinese children's reading materials, and it is intended to comprehensively evaluate the reading difficulty of Chinese children's reading materials from multiple dimensions of text cognition, text emotion, and text function, form a ladder reading system for children's reading materials, and promote the localization development of graded reading.

[0085] The second step: Construct grading indicators;

[0086] The construction of the grading indicators is to decompose the abstract research object into a behavioral and operable structure according to a certain aspect of its essential attributes and target characteristics; the present invention is a multi-dimensional grading system and evaluation method for Chinese children's readers, and selects the grading indicators at the scheme layer driven by the grading dimensions, including three aspects such as the language recognition difficulty, text emotion complexity, and function type of Chinese children's readers, which are composed of six indicators: language cognitive difficulty, style type, picture-text relationship, emotion polarity, emotion richness, and reading demand type; among them, language cognitive difficulty, emotion polarity, and emotion richness are quantitative grading indicators, and style type, picture-text relationship, and reading demand type are qualitative classification indicators. The specific content is shown in Table 1 and Table 2.

[0087] Table 1 Quantitative grading indicators for Chinese children's readers

[0088]

[0089]

[0090] Table 2 Qualitative classification indicators for Chinese children's readers

[0091]

[0092] Step 3: Design the grading representation method;

[0093] Integrate the six sub-facet grading indicators such as language cognitive difficulty, style type, picture-text relationship, emotion polarity, emotion richness, and reading demand type under the three dimensions of text cognition, text emotion, and text function through the faceted classification method, and compile the calculation results of each indicator and the classification identifier to form a multi-dimensional grading code; the various facets are connected by ":" to indicate a parallel relationship, and the sub-facets are connected by "-".

[0094] Step 4: Construction and processing of the thesaurus;

[0095] The construction of the graded character list and graded thesaurus is derived from the processing of the "Outline of Chinese Vocabulary and Chinese Character Grades (Revised Edition)"; the processing of the character list includes keeping the Class A and Class B characters unchanged, merging the Class C characters and the appendix of Class C characters into Class C characters, merging the Class D characters and the appendix of Class D characters into Class D characters, and adding Class E characters for Chinese characters outside the character list; the processing of the thesaurus is to remove the monosyllabic words in the thesaurus; the character and word levels of A, B, C, D, and E correspond to the character and word difficulty coefficients cl and vl respectively. Cl is the Chinese character difficulty level coefficient, and vl is the vocabulary difficulty level coefficient; the construction of the multi-dimensional emotion dictionary is derived from the Chinese Emotion Lexical Ontology Database of Dalian University of Technology, reaggregating its sub-categories into major categories, and corresponding to assign major category identifiers; the emotion words with auxiliary emotion classification are repeatedly classified into different emotion classifications.

[0096] Step 5: Text processing;

[0097] Preprocess Chinese children's readers A, B, C, D, and E by deleting the prefaces, copyright information, author information, afterwords, etc. of readers A, B, C, D, and E, and retain the main text content as the object for subsequent operations; use tools to cut the preprocessed text of Chinese children's readers A, B, C, D, and E into a set of Chinese character blocks and a set of word blocks, and import the preprocessed text of Chinese children's readers A, B, C, D, and E into the NLPIR analysis platform to count the positive and negative sentiment values of readers A, B, C, D, and E.

[0098] Step 6: Match the text with the word list;

[0099] Respectively, match the text of Chinese children's readers A, B, C, D, and E after character segmentation with the hierarchical Chinese character list through Python program code to count the number of Chinese characters at each level of readers A, B, C, D, and E; match the text of readers A, B, C, D, and E after word segmentation with the hierarchical word list through Python program code to count the number of words at each level of readers A, B, C, D; match the text of readers A, B, C, D, and E after word segmentation with the multi-dimensional sentiment dictionary through Python program code to obtain the frequency of sentiment words in each dimension of readers A, B, C, D, and E;

[0100] Step 7: Determine the classification category;

[0101] Based on the classification rules, manually browse and determine the genre type, graphic-text relationship, and function type of Chinese children's readers A, B, C, D, and E to determine the classification identifiers of readers A, B, C, D, and E.

[0102] Step 8: Multi-dimensional grading mode;

[0103] The present invention includes a cognitive - oriented mode, an emotion - oriented mode, and a comprehensive cognitive - emotion - oriented mode. Cognitive - oriented mode: Based on the language difficulty index and the language feature data of Chinese children's reading texts, calculate the difficulty scores, and perform incremental ranking on the score results of multiple Chinese children's reading books to determine the reading difficulty level sequence under the cognitive orientation; Emotion - oriented mode: Based on the emotion dimension index and the emotion word feature data of Chinese children's reading texts, calculate the emotional polarity and emotional richness scores, and then perform incremental ranking on the score results of multiple Chinese children's reading books to determine the reading difficulty level sequence under the emotion orientation; Comprehensive cognitive - emotion mode: Based on the incremental ranking of the normalized sum result of the comprehensive scores of the language difficulty and emotional richness of Chinese children's reading books, determine the comprehensive difficulty level sequence of the reading books.

[0104] (1) Cognitive - oriented mode;

[0105] Based on all the above steps, finally, the language difficulty scores of Chinese children's reading books A, B, C, D, and E under the cognitive dimension are obtained, which are 3.96, 4.17, 4.88, 4.95, and 5.68 (all reserved to two decimal places), and the incremental ranking of the 5 reading books is shown in Table 3. It can be seen that under the cognitive orientation, the reading difficulty of Chinese children's reading book A is the lowest, followed by B, C, D, and E in turn. For children's reading selection, it is most appropriate to start with A. This reading book requires the lowest language decoding ability for children and also has the best reading fluency for children. After that, children can orderly select and read B, C, D, and E in ascending order of difficulty according to their abilities, goals, interests, etc. At the same time, the multi - dimensional grading code shows that A, B, and C are of the same genre type, and A, C, D, and E are of the same picture - text relationship, providing an adjustment function for the reading difficulty ranking.

[0106] Table 3 Difficulty scores and grading codes of Chinese children's reading books under the cognitive orientation

[0107]

[0108] (2) Emotion - oriented mode;

[0109] Based on all the above steps, the emotional polarity values of Chinese children's readers A, B, C, D, and E in the emotional dimension are finally obtained, which are 1.97, 0.70, 0.70, 1.45, and 1.11 (all rounded to two decimal places), and the five readers are sorted by value-added as shown in Table 4. Among them, the emotional polarity values of B and C are less than 1, and the overall emotion of the readers tends to be negative; the emotional polarity values of readers E, D, and A are greater than 1, and the overall emotion of the readers tends to be positive. The emotional polarity value measures the emotional tendency and distribution characteristics of Chinese children's readers, and taking 1 as the boundary indicates the emotional tone of the readers. Under this grading mode, children's reading choices are not completely sorted according to this proportion, but are related to children's emotional needs. That is, when parents or teachers hope that children can show a more positive and optimistic attitude or children hope to carry out a relatively pleasant and relaxing reading activity, they can choose children's reader A with the highest emotional polarity value; for another example, when parents or teachers hope that children can increase self-reflection and thinking about complex and negative emotions, they can choose children's reader B or C. Generally speaking, reading choices based on emotional polarity are considered according to actual emotional needs.

[0110] Table 4 Emotional Polarity Scores and Grading Codes of Chinese Children's Readers with Emotional Orientation

[0111]

[0112] Based on all the above steps, the emotional richness values of Chinese children's readers A, B, C, D, and E in the emotional dimension are finally obtained, which are 0.64, 0.73, 0.75, 0.61, and 0.69 (all rounded to two decimal places), and the five readers are sorted by value-added as shown in Table 5. The reading difficulties of Chinese children's readers shown by the emotional richness values are D, A, E, B, and C in turn. Therefore, children's reading choices can start from reader D. Compared with other readers, the emotional dimension of reader D is relatively simple, and the text emotion is mainly composed of "good" (57%) and "happy" (23%), which is easy to understand. For children with strong reading comprehension ability and emotional perception ability, C with an emotional richness of 0.75 is more suitable. The proportions of "good, evil, happy, sad, fear, surprise, anger" in its text content are approximately 24.7%, 39%, 15.5%, 5%, 10.7%, 3.1%, and 2% respectively, which can meet children's needs for diverse emotions.

[0113] Table 5 Emotional Richness Scores and Grading Codes of Chinese Children's Readers with Emotional Orientation

[0114]

[0115] (3) Cognitive-Emotional Comprehensive Orientation Mode;

[0116] Based on all the above steps, the reading difficulty scores of Chinese children's readers A, B, C, D, and E in the comprehensive dimension of cognition and emotion are finally obtained, which are 1.16, 1.28, 1.39, 1.26, and 1.44 (all reserved to two decimal places) respectively. The value-added sorting of the five readers is shown in Table 6. It can be seen that under the comprehensive orientation of cognition and emotion, the reading difficulty of Chinese children's reader A is the lowest, followed by D, B, C, and E in turn. Under the interaction of cognitive reading difficulty and emotional reading difficulty, the comprehensive difficulty of cognition and emotion adjusts the ranking of book levels in a single dimension. For example, for Chinese children's reader B, the ranking of cognitive dimension reading difficulty - emotional dimension reading difficulty - comprehensive difficulty of cognition and emotion is 2 - 4 - 3; another example is Chinese children's reader D, the ranking of cognitive dimension reading difficulty - emotional dimension reading difficulty - comprehensive difficulty of cognition and emotion is 4 - 1 - 2. Under the comprehensive mode of cognition and emotion, children's reading can be selected according to the sequence of A, D, B, C, E.

[0117] Table 6 Comprehensive Difficulty Scores and Classification Codes of Chinese Children's Readers under the Comprehensive Orientation of Cognition and Emotion

[0118]

[0119] The above are only some implementation manners of the present invention. It should be noted that for those of ordinary skill in the art in this technical field, without departing from the principle of the present invention, several improvements and refinements can be made, and these improvements and refinements should also be regarded as the protection scope of the present invention.

Claims

1. A multi-dimensional grading method for Chinese children's reading materials, characterized in that, It includes the following steps: S1. Define an index system from three dimensions: text cognition, text sentiment, and text function; according to the grading dimensions of the index system, determine the operation indicators under each dimension, including: language cognition difficulty, style type, and graphic-text relationship under the text cognition dimension; sentiment polarity and sentiment richness under the text sentiment dimension; and reading requirement type under the text function dimension; S2. Vocabulary list construction and processing: construct a hierarchical character list, a hierarchical vocabulary list, and a multi-dimensional sentiment dictionary; S3. Text processing: perform preprocessing, word segmentation, character segmentation, and positive and negative sentiment statistics processing on Chinese children's reading materials while retaining the main part; S4. Match the text with the vocabulary list: match the text after character segmentation with the hierarchical character list, and count the number of Chinese characters at each level; match the text after word segmentation with the hierarchical vocabulary list and the multi-dimensional sentiment dictionary respectively, count the number of vocabulary at each level and the frequency of sentiment vocabulary in each dimension, and obtain the operation indicators of the reading material under each dimension; S5. Classification category determination; according to the classification rules, determine the style type, graphic-text relationship, and reading requirement type of the book, and determine the classification identifier of the reading material; S6. According to the principle of faceted classification, adopt the sectional marking system to integrate the indicators of each dimension, that is, compile the calculation results of each indicator and the classification identifier to form a multi-dimensional hierarchical code, and obtain the difficulty score and category of Chinese children's reading materials under each dimension; In step S5, The style types are classified as: Type I, Type II, Type III, where Type I is the poetry style; Type II is other literary narrative styles; Type III is the information description style; The graphic-text relationships are classified as: P, Pt, Tp.GR(X), T, where P is the pure picture type; Pt is the picture-with-text type; Tp.GR(X) is the text-with-picture type, X = ∑gr*gf, gr is the proportion of a single illustration on a single page, and gf is the function of the illustration; T is the pure text type; The reading requirement types are classified as: PC, LA, TI, DE, SM, where PC is for personal cultivation, LA is for literary appreciation, TI is for tool information, DE is for subject education, and SM is for social morality.

2. The multi-dimensional grading method for Chinese children's reading materials according to claim 1, characterized in that, In step S2, the construction of the hierarchical character list and the hierarchical vocabulary list is derived from the processing of the "Outline of Chinese Vocabulary and Character Grades (Revised Edition)" formulated by the Examination Center of the Office of the National Chinese Proficiency Test Committee; among them, the processing of the character list includes keeping the Class A and Class B characters unchanged, merging the Class C characters and the appendices of Class C characters into Class C characters, merging the Class D characters and the appendices of Class D characters into Class D characters, and adding Class E characters for Chinese characters outside the collection list; the processing of the vocabulary list is to remove the monosyllabic words in the vocabulary list; the character and word grades of A, B, C, D, and E correspond to the character and word difficulty coefficients cl and vl respectively, where cl is the Chinese character difficulty grade coefficient and vl is the vocabulary difficulty grade coefficient.

3. The multi-dimensional grading method for Chinese children's reading materials according to claim 1, characterized in that, In step S2, the construction of the multi-dimensional sentiment dictionary is derived from the Chinese Sentiment Lexicon Ontology Database of Dalian University of Technology. By re-aggregating its sub-categories into large categories and assigning corresponding large category identifiers, the sentiment words with auxiliary sentiment classification are repeatedly classified into different sentiment classifications.

4. The multi-dimensional grading method for Chinese children's reading materials according to claim 1, characterized in that, In step S6, the sub - aspects of the classification code of the Chinese children's reading materials are connected by ":" to indicate a parallel relationship, and the sub - sub - aspects are connected by "-"; according to the scores of the language difficulty, emotional polarity, emotional richness, and comprehensive cognitive - emotional difficulty of the children's reading materials, corresponding combinations are formed to sort the reading difficulty of Chinese children's reading materials under each mode.

5. The multi-dimensional grading method for Chinese children's reading materials according to claim 4, characterized in that, The calculation formula for the readability of the language difficulty of the reading material is: RL = ∑cl*cr+∑vl*vr, where RL is the language difficulty, cl is the Chinese character difficulty level coefficient, cr is the proportion of Chinese characters at this level; vl is the vocabulary difficulty level coefficient, vr is the proportion of vocabulary at this level, and the Chinese character and vocabulary difficulty level coefficients are defined by sorting and constructing the classified Chinese character table and classified vocabulary table.

6. The multi-dimensional grading method for Chinese children's reading materials according to claim 4, characterized in that, The calculation formula for the emotional polarity of the reading material is: where SP is the emotional polarity; pss is the total positive emotion in the text; nss is the total negative emotion in the text, taking its absolute value; the value range is SP≥0.

7. The multi-dimensional grading method for Chinese children's reading materials according to claim 4, characterized in that, The calculation formula for the emotional richness of the reading material is: N = ∑Ni, i = 1,2,3,4,5,6,7 where Ni represents the frequency of emotional words in each dimension of joy, goodness, anger, sadness, fear, disgust, and surprise in the text, counted by matching with the emotional dictionary; N represents the total amount of emotional words in the text.

8. A multi-dimensional grading method for Chinese children's readers as described in claim 4, characterized in that, The calculation formula for the score value of the comprehensive cognitive - emotional difficulty is: R = RL+SD, where RL is the language difficulty; SD is the emotional richness of the text; the RL and SD values are normalized. The RL value is equal to the sum of the ratios of the average difficulty of Chinese characters and vocabulary to the highest difficulty; the normalized SD value is equal to the ratio of SD to the extreme value 1.

9. A multi-dimensional grading system for Chinese children's readers, characterized in that, including: An index construction module, used to define an index system from three dimensions of text cognition, text emotion, and text function, and determine the operation indicators under each dimension according to the classification dimensions of the index system, including: language cognitive difficulty, text type, and text - picture relationship under the text cognition dimension, emotional polarity and emotional richness under the text emotion dimension, and reading requirement type under the text function dimension; A vocabulary table construction and processing module, used to construct a classified Chinese character table, a classified vocabulary table, and a multi - dimensional emotional dictionary; A text processing module, used to pre - process the Chinese children's reading materials by retaining the main part, perform word segmentation processing, Chinese character segmentation processing, and positive and negative emotion statistical processing; A text - vocabulary table matching module, used to match the text after Chinese character segmentation with the classified Chinese character table, count the number of Chinese characters at each level, and at the same time match the text after word segmentation with the classified vocabulary table and the multi - dimensional emotional dictionary respectively, count the number of vocabulary at each level and the frequency of emotional vocabulary in each dimension; and then obtain the operation indicators of the reading material under each dimension; A classification category determination module, used to determine the text type, text - picture relationship, and reading requirement type of the book according to the classification rules, and determine the classification identifier of the reading material; A grading module, based on the principle of the facet - group combination classification method, uses the segmented marking system to integrate the indicators of each dimension, that is, integrates the calculation results of each indicator with the classification identifier to form a multi - dimensional classification code, and obtains the difficulty score and category of Chinese children's reading materials under each dimension; The text types are classified as: Type Ⅰ, Type Ⅱ, Type Ⅲ, where Type Ⅰ is the poetry text type; Type Ⅱ is other literary narrative text types; Type Ⅲ is the information - explanation text type; The classification of the relationship between text and image is as follows: P, Pt, Tp.GR(X), T, where P is the pure picture type; Pt is the picture with caption type; Tp.GR(X) is the text with picture type, X = ∑gr*gf, gr is the proportion of a single illustration on a single page, gf is the function of the illustration; T is the pure text type; The classification of reading demand types is as follows: PC, LA, TI, DE, SM, where PC is the personal cultivation category, LA is the literary appreciation category, TI is the tool information category; DE is the subject education category, SM is the social morality category.

Images