Research On Teaching Strategies Of Standardized Writing Of Chinese Characters In The Third Grade Of Primary School

Forming good writing habits,practicing well-written writing skills,and writing standardized Chinese characters are the basic qualities that students should have and the basic requirements for teaching.In recent years,due to school education neglecting the standard Chinese character teaching,teachers lacking identification awareness of irregular Chinese character,many media and even textbooks have a lot of typos.In response to this phenomenon,the education department has successively issued a number of documents to improve the quality of writing Chinese characters.Under the guidance of this policy,this study takes the third-grade primary school students to standardize the writing of Chinese characters as the object of investigation.By analyzing the writing teaching methods,the teaching strategies suitable for student development are formulated to improve the ability to standardize Chinese writing.In the research method,through the distribution of questionnaires to students,interviews with teachers,and classroom observation of student writing,fully understand the current status of Standardizing the Current Situation of Chinese Character Writing Teaching.The results are statistically analyzed,and the problems existing in writing teaching are sorted out.Typical problems are: teachers cannot recognize the uniqueness of physiological and psychological cognition of students at different ages,and lack scientific teaching guidance methods;Students' learning burnout is serious,and the overall writing level is very different.The school lacks the emphasis on writing courses,lacks special writing materials suitable for the learning characteristics of third-grade students,and the lack of parental supervision.The reasons for these problems are complex.First of all,because of their lack of ability,teachers feel that there is nowhere to teach in the face of writing teaching;can not respect the students' psychology,lack of evaluation art.Second,students do not have the correct writing knowledge.Thirdly,the school management system is unreasonable,there is no strict writing evaluation system,and a perfect research-based teacher training system.Finally,parents' unreasonable expectation of students' writing affects the teacher's writing teaching plan.Combined with teaching observation and practice,this study proposes an improvement strategy for the above problems: When teaching strokes,we should refine the teaching of strokes and pay attention to distinguishing the changes of the same strokes in different Chinese characters;Use auxiliary positioning to set up the structure of the frame;enrich teaching evaluation and display,and improve students' standard writing enthusiasm;Integrate school resources,carry out school-based training,effectively improve teachers' writing literacy;combine the third-grade students' academic conditions,and design “class-based” teaching material.Help students complete the transition from writing to writing.