語法教學的結構和過程問題是語法教學的基本問題。許多學者對漢語語法教學的結構構件、結構類型和過程類型做了闡述,我們將之視為"應然"研究;與此同時,根據《漢語教學數據庫》可以開展"實然"研究,并在此基礎上對兩者進行對比分析。本研究可視為運用教育數據挖掘的方法探討漢語教學規律的研究。得出的主要結論包括:(1)I(導入)、E(說明)、P(練習)、S(總結)構成語法教學的構件集合;P為必有項,既有充分的理據,又有堅實的證據。(2)結構類型呈范疇化特征,IEPS結構的應用最為突出。(3)[I-E-P]和[I-E-P-S]可視為原型過程類型,其他若干過程類型可視為變體類型;由關聯關系分析可知,[E-P]、[I-E]、[I-P]子過程的實際應用凸顯;S項可能是影響語法教學效果的參數,這有待實驗驗證。

The structure and process of grammar teaching are the basic problems of grammar teaching.Many scholars have elaborated the structural components,structure types and process types of Chinese grammar teaching,which we consider to be"ideal".At the same time,according to the Chinese Teaching Database,we can carry out"real"research,and on the basis of this,make a comparative analysis of the two.This study can be regarded as a study of the rules of Chinese teaching by means of educational data mining.The main conclusions are as follows:(1)I(introduction),E(explanation),P(practice),and S(summary)constitute a set of components in grammar teaching;P is a must,with both strong grounds and solid evidence.(2)The structure type is categorical,and the application of IEPS structure is the most prominent.(3)[I-E-P]and[I-E-P-S]can be seen as prototype process types and several other types can be considered variant types.From the analysis of association relations,we can see that the practical applications of[E-P],[I-E]and[I-P]subprocesses are highlighted.Item S may be a parameter that affects the effect of grammar teaching,which needs experimental verification.