“分级阅读”是当前社会和学界关注的热点，文本可读性分析与分级阅读工作关系密切。近些年来文本可读性相关方面的研究颇多，许多学者在该领域有丰硕的成果，但是较少有人深入研究指代关系对文本可读性的影响。本研究面向中文文本可读性分析，结合语言学及教育学，以当前全国统一使用的部编版小学语文教材为基础研究材料，研究小学语文教材中的指代关系情况，分析指代关系难度对教材文本可读性的影响。本文的主要内容包括以下几方面：

本研究基于语料库语言学分析方法，利用北京师范大学中文信息处理研究所构建的小学教材语料库，获取此次研究的基础语料，并对语料进行人工筛选和整理，选取了不同年级语文教材中的现代汉语叙事性文本进行分析。

本研究基于前人研究并结合具体语料分析，归纳与设计了影响代词和指代关系难度理解的特征，并对语料进行了人工标注。在当前已有研究中，涉及到指代方面的特征多为篇章中的代词数量、占比等，缺少对指代关系理解的细致分析。而影响篇章指代关系理解的特征不仅仅是数量，还有其他诸多特征，其中部分特征无法通过机器来很好地进行自动识别和提取，需要人为标注和分析。因此，本文参考已有研究成果和相关理论，结合课内外文本，设计并选取了影响代词和指代关系难度理解的特征，包括代词数量及多样性、代词与指代对象之间距离、代词与指代对象对应关系、是否需跨段理解、代词和指代对象充当的句法成分；并对语料进行了人工标注，进行相关的统计和分析，标注内容包括代词类型（人称代词和指示代词）、先行词、指代类型（回指和预指）、代词所指对象数量、先行词对应的代词数量等。

本研究结合上述特征，对小学语文教材中的代词和指代关系使用情况进行了多方面分析，并细致分析了人称代词和指示代词的具体使用情况，结合课文难度等级进行了相关性分析。此外，还结合台湾小学语文教材语料，对比了两岸教材中的人称代词使用情况。

“Graded reading” is a hot topic in society and academia, and the analysis of text readability is closely related to the work of graded reading. In recent years, there has been a lot of research on text readability. Lost of scholars have made fruitful results in this field, but few people have studied the influence of referential relations on text readability. This research is oriented to the analysis of the readability of Chinese texts, combined with linguistics and pedagogy, and uses the current nationally-edited textbooks for elementary school Chinese as basic research materials. This article studies the reference relationship in the primary school Chinese textbooks, and  analyzes the influence of the difficulty of the reference relationship on the text readability. The main content of this article includes the following aspects：

This research is based on the corpus linguistic analysis method. I use the primary school textbook corpus constructed by the Chinese Information Processing Institute of Beijing Normal University to obtain the basic corpus of this research. After that, I manually screen and sort the corpus, and select modern Chinese narrative texts in different grade textbooks for analysis.

Based on previous studies and combined with specific corpus analysis, this research summarizes and designs the features that affect the understanding of the difficulty of pronouns and referential relations, and manually label the corpus. In the current existing research, most of the features related to reference are the number and proportion of pronouns in the text, and there is a lack of detailed analysis of the understanding of the reference relationship.However, the features that affect the understanding of the reference relationship in the text are not only the quantity, but also many other features. Some of the features cannot be automatically recognized and extracted by the machine, and require human annotation and analysis.Therefore, this article refers to the existing research results and related theories, and combines the texts inside and outside the class to design and select the characteristics that affect the difficulty of the pronouns and the reference relationship, including: the number and diversity of pronouns, the distance between pronouns and referents, the corresponding relationship between pronouns and referents, whether cross-segment understanding is required, the syntactic components of the pronouns and referents. In this study, the corpus was manually labeled, and related statistics and analysis were performed. The marked content includes: the type of pronouns (personal pronouns and demonstrative pronouns), antecedents, referential type ( anaphoric and cataphori ), the number of objects the pronoun refers to, and the number of pronouns corresponding to the antecedents.

This study combines the above characteristics to analyze the use of pronouns and referential relations in elementary school Chinese textbooks in many aspects, and analyzes the specific use of personal pronouns and demonstrative pronouns in detail, and makes a correlation analysis based on the difficulty level of the text.In addition, combined with the corpus of Taiwan’s elementary school Chinese textbooks, compare the use of personal pronouns in textbooks from mainland and Taiwan.

This study summarizes and proposes a system of referential relationship complexity for Chinese textbook text, including 5 indicators: the diversity of pronouns, the distance between pronouns and referents, the corresponding relationship between pronouns and referents, whether cross-segment understanding is required, the syntactic components of the pronouns and referents, and each of which is divided into three difficulty levels: low, intermediate, and high. At the same time, it further analyzes the relationship between the referential relationship and the readability of Chinese textbook texts, and provides reference suggestions for Chinese teaching and textbook improvement.