The Study On Mongolian Primary School Students Chinese Character Acquisition Biased Error And Related Issues

Now, the cognitive study of minority Chinese characters is increasing, which hasprovided a favorable theoretical foundation and guidance for Chinese charactersteaching in minority regions. However，it is not balanced in various minority regions,among them, the study of Chinese characters teaching in Mongolian regions isfalling behind other minorities. So, we have chosen Mongolian pupils in Mongolianprimary school in Chifeng city, the Inner Mongolia as the object of study, analyzingtheir Chinese character acquisition errors in a systematic and quantificational way, soas to get a certain research results and give some suggestions on teaching.This paper has studied Chinese characters acquisition errors, which have takenfrom Mongolian pupils’ examination papers and compositions from grade two to sixin Mongolian Bilingual Primary School in Chifeng city, and classified them indifferent types according to the traditional Chinese characters theory. And then, theauthor has made a detailed statistics about various types of acquisition errors, in orderto make a quantitative analysis. In addition, combining traditional Chinese charactersteaching theory and mother language negative transfer theory, this paper has analyzedthe reasons of acquisition errors, and concluded the main reasons for Chinesecharacters cognitive errors from the following aspects, pupils’ subjective attitude,inactive mood in learning, mistakes in teaching process, teachers and studentsunfamiliar knowledge about Chinese characters conjuration, mother languagenegative transfer, the complexity of Chinese characters. At last, this paper has givensome suggestions on teaching, such as, proper attitude, different teaching methodapplied in different grades, introducing traditional Chinese characters theory in aproper way, and focusing on pronounce in teaching process.There are five parts in this paper. Part one, introducing Chinese charactersteaching and researching situation. Part two has introduced quality of Chinesecharacters, the types of errors and the statistics of Chinese characters. It is main body.The errors reasons have been analyzed in part three, and conclude both subjective andobjective reasons of Chinese characters acquisition errors. Part four has providedsome feasible suggestions for teaching. Part five is conclusion.