Neutroaxiomatic Coding Geometry for Teaching Quality of University Chinese Language and Literature Courses

Abstract

 Chinese Language and Literature courses require students to balance formal 
features of language with cultural-historical context, and their work often exhibits partial 
correctness, ambiguity, and occasional contradiction. We introduce a new framework  
Neutroaxiomatic Coding Geometry  that evaluates teaching quality by combining three 
components: (i) a Neutroaxiomatic Rhetoric Geometry (NARG) that encodes interpretive 
axioms and anti-axioms as partially true/indeterminate/false items; (ii) Didactic 
Neutrosophic Quadruple Codes (DNQC) that represent assessed artifacts as quadruples 
and check program requirements through parity constraints; and (iii) a Partial Bipolar 
Hermeneutic Metric (PBHM) that measures coherence between formal analysis and 
cultural interpretation, allowing asymmetric left/right convergence. We prove basic 
properties (bounds, monotonicity, and feasibility under parity constraints) and define a 
Chinese Literature Neutroaxiomatic Quality Index (CLNQI) that aggregates the three 
signals. A fully calculated case study on two core courses shows how CLNQI pinpoints 
specific instructional gains (axiom adherence), structural gaps (code parity failures), and 
interpretive imbalances (bipolar distances), offering a precise, reproducible basis for 
course review and curriculum improvement. 

DOI: 10.5281/zenodo.16934615