The Research Of How Elementary Students’ Thinking Of Handwriting Influences Their Handwriting Abilities

The elementary school children’s handwriting becomes a quite worrying problem. Handwriting is now being “eroded” by computer typewriting and bounded by tests and scores; so that professional guidance and systematic curriculum in this field are in an urgent need. The Ministry of Education once consecutively issued official documents in 2011 and 2013 to require all the elementary and middle schools to conduct handwriting education.Working as an experienced Chinese teacher as well as an administrative staff in the elementary school, I intend to discuss the reasons that limit the development of the elementary children’s handwriting abilities and gain a deep understanding of their current handwriting capacities, from both the education administrative and teaching aspects, in order to develop some administration mode, teaching approach and evaluation method that can be used in practice and adopted for reference.On the basis of theresearch and analysis of a large amount of documentliterature related to the Chinese Character Writing, I designed a questionnaire built on the theoretical foundation of education, psychology and physiology, and researching on students’ interest, understanding, practice and view in handwriting, so as to reflect elementary school students’ thinking of handwriting in this way. There were totally 231 pupils from the 2nd, 4th and 6th Grade of Jinchang Experimental Elementary School and Liuyuan Central Elementary School, becoming my study objects. Through collecting and sorting valid questionnaires, I have completed the analysis of how elementary students’ thinking of handwriting influences their handwriting abilities, by using the ’analysis softwareof SAS, statistical approaches such as mean number and regression. The main research findings are as follows: 1) there are close connections among the students’ understanding of handwriting, their practice in handwriting and their scores achieved in the handwritingability tests; 2) there is no relevance between a student’s interest in handwriting and his/her test scores in handwriting ability; 3) it is the handwriting practice that could make a direct impact on students’ performances on handwriting ability test, no matter in terms of English, Chinese Character and Chinese phonetic alphabet.Integratingthe data analysis and the present teaching circumstance, I would like to put forward the following suggestions on how to improve elementary school children’s handwriting ability from the aspects of both school administration and class teaching: 1) Strengthen school management to enhance the understanding of the standardization of Chinese Character handwriting; 2) Build the teacher team to form the foundation of the standardization education of Chinese Character handwriting; 3) Develop the school-based curriculum to expand the ways of implementation of the standardization of Chinese Character handwriting; 4) Create the atmosphere of the standardization education of Chinese Character handwriting.The curriculum conception and evaluation system of enhancing students’ handwriting ability mentioned in this article, could be adopted for reference to other schools. However, due to the practical difference available in each school, the applicability of the suggestions put forwarded in this article is still needing more verification in real practice.