Research On Pupils' Wrongly Written Characters

This paper is conducted on students' wrongly written characters,taking students in Nankai Primary School,Shuangbei Primary School and No.1 Primary School of Chongqing University City from Grade One to Grade Six in Chongqing as examples.Using text analysis,mathematical statistics,the comparative method in analysis,quantitative method integrated with qualitative,it has given statistics and analyses of the wrongly written characters of 840 pupils,25,532 pieces of written wrongly written characters from the three said schools.On the basis of statistical analysis,this paper analyzes the causes of wrongly written characters due to their typological features and rules and proposes the corresponding strategies.This paper falls into six parts.The first part is about general introductions to relative researches and to the study methods of wrongly written characters.The second part sets wrongly written characters into three categories from three different angles:stroke,component and integrity.These three categories are stroke error,component error and integrity error.Under each category there are specific analyses.By means of data statistics and comparisons,the third part puts forward with conclusive analyses.The fourth part presents the causes of wrongly written characters,combined with the ontological features of Chinese character and pupils' cognitive psychological traits.Afterwards,the fifth part provides strategies centered on the ontological features of Chinese character to improve pupils' writing skill.The six part sums up the entire essay.The research survey shows the following results.Firstly,integrity error and stroke error is the main category at the elementary level,in which the largest number of wrongly written characters are affected by the Chinese characters' phonology,orthography and semantic constituents.Secondly,the distribution of wrongly written characters has obvious characteristics in terms of different grades.Low graders tend tomake stroke error,component error for the middle graders and integrity error the high graders.Meanwhile,the research result also finds out that different levels language competence shares the same tendency of diversity.Thirdly,the formation of wrongly written characters is closely related to the ontological characteristics of Chinese character and pupils' cognitive psychological traits.Fourthly,it has a positive significance to use the ontological characteristics of Chinese character and pupils' cognitive psychological traits in literacy teaching so that the number of pupils' wrongly written characters may descend to a lower level.