Research on the Construction and Application of Knowledge Graphs in Intermediate Chinese Comprehensive Courses — Taking the “HSK Level 5 Comprehensive Course” as an Example

Abstract

      In response to the problems of scattered teaching resources, personalized teaching, and imperfect evaluation mechanisms in intermediate Chinese comprehensive courses. This study is based on learning theories such as constructivism, associationism, and cognitive load. It constructs an intermediate Chinese comprehensive course knowledge graph by defining domain knowledge and corpus systems, extracting knowledge entities, and associating knowledge points. It explores the implementation path and application prospects of its application in knowledge system visualization, personalized resource recommendation, and accurate diagnosis of learning situations, aiming to provide new reference solutions for the deep integration of educational technology and Chinese teaching.