新加坡建国早期华文教材汉字统计分析——以1965-1979 间四套小学华文教材为例 = Statistical analysis of Chinese characters in early national building phase of Singapore's Chinese language educational materials: A case study of four sets of elementary school Chinese textbooks between 1965 to 1979

自新加坡独立之后，在华文教育上有过多次尝试，期间编撰了多个版本的华文教材来适应不同的语言政策和教学制度。不同于如今新加坡“一纲一本”的统编教材，该时期的教材由各出版社按照教育部公布的教学大纲进行编写出版。深入研究这段时期的教材，不仅有助于揭示“一纲多本”时期教材的特色，还能探究本土化教材兴起期间的各种尝试与创新。这对于理解该时期教材中汉字编排的逻辑和规律、评估其存在的问题，具有重要意义。

考虑到这些背景因素，本文将对1965-1979年期间的四套教材进行详尽的汉字分析。本研究首先对教材中的汉字量、种类及频率进行综合统计，并对这些汉字的部件和笔画进行细致标注。其次，基于统计结果，我们将从历时与共时两个维度量化分析数据，总结出各教材的共性和特性。接着，参照《常用字表》将教材中的汉字分类，并整理出四套教材中的共有字与差异字，从而归纳出教材字种选择上的规律。最后，本文将从笔画和部件层面分析四套教材的特点。通过以上分析，对建国初期教材汉字进行量化分析，旨在揭示教材中汉字编排的内在规律与显著特点，总结出历史教材的优点与局限，并据此为新加坡现代华文教学的发展提供创新的见解和建议。

Since gaining independence, Singapore has been multiple attempts in the field of Chinese education, with various versions of Chinese textbooks compiled to adapt to different language policies and educational systems. Unlike the current "one syllabus, one textbook" approach, textbooks during that period were published by various publishing houses according to the syllabi announced by the Ministry of Education. A thorough study of the textbooks from this period not only helps reveal the characteristics of the "one syllabus, multiple textbooks" era but also explores the various attempts and innovations during the rise of localized textbooks. This is significant for understanding the logic and rules behind the arrangement of Chinese characters in the textbooks of that period, and for evaluating the issues that existed.

Considering these background factors, this paper will conduct an exhaustive analysis of Chinese characters in four sets of textbooks from the period 1965-1979. The research will first compile comprehensive statistics on the quantity, variety, and frequency of Chinese characters in the textbooks, and provide detailed annotations on the components and strokes of these characters. Based on the statistical results, we will conduct a diachronic and synchronic quantitative analysis to summarize the commonalities and characteristics of each textbook. Then, referring to the "Common Character List," the characters in the textbooks will be categorized, and the common and different characters among the four sets of textbooks will be sorted out, thereby deducing the pattern of character selection in the textbooks. Lastly, the paper will analyze the features of the four sets of textbooks at the level of strokes and components. Through the above analyses, the paper aims to reveal the inherent logic and significant features of the arrangement of Chinese characters in the textbooks, summarize the strengths and limitations of historical textbooks, and thereby provide innovative insights and suggestions for the development of modern Chinese education in Singapore.