Attribution And Countermeasures Of Wrongly Written Words Among Senior Students In Rural Primary Schools

Wrongly written character comprises an inevitable problem in character identification and writing of primary school Chinese teaching.In rural areas,the problem of wrongly written character has deteriorated in higher grades of primary schools,which is attributable to students' failure to master the new words with “return to unfamiliarity” in acquisition of Chinese characters.On-spot investigation has been carried out to grasp the critical issue of wrongly written characters among the assignment of local higher-grade primary school students,followed by attribution analysis to propose feasible strategies in reduction of wrongly written characters.The paper is categorized into six sections,whose main contents are as follows.The introduction primarily involves the causes of topic selection,its research significance,the issue of wrongly written character at present,together with the research situation and methods of wrongly written characters in primary school.In the first chapter,the core concept is defined based on the three nouns “wrong character”,“mixed character” and “wrongly written character” while applying literature review.The scope of wrongly written character defined in this paper constitutes the Chinese characters different from standard characters in pattern and pragmatics appearing in the assignments or test papers of higher-grade students in rural elementary schools,accompanied by classification of wrongly written characters from the two perspectives of “wrong character” and “mixed character”.The second chapter initially investigates the wrongly written characters in students' assignment from the actual educational situation of rural regions.Based on the extraction,classification and analysis of its features,the occurrence of students' wrong characters is substantially lower than their mixed characters.According to the types of wrongly written characters,the frequency of occurrence are respectively entire character,stroke and component from high to low.Based on personal interviews and questionnaire survey,it is discovered that the teachers and students in Taohuatan emphasize wrongly written characters without effective countermeasures.The third chapter accounts for attribution analysis of higher-grade students inrural and town primary schools in Taohuatan.Deriving from the aspects including intrinsic features of Chinese characters,students and teachers and the local social environment,it is explored that higher-grades students of rural primary schools are deficient in scientific attitude towards writing practice and good habits,shortage of family education and inferior professional teaching faculty with collision of local accents and new media have affected the local environment of language and literacy.The fourth chapter respectively comes up with the teaching strategy of rectifying students' wrongly written characters from the angles of school and teachers' teaching.Schools should explore the correlated responsibilities and measures t undertaken based on the actual educational ecology and environment.Chinese teachers are advised to carry out homophone teaching with application of context in the teaching of character identification and writing,followed by near characters with the help of character theory and source as well as teaching of characters with multiple strokes and complicated forms by utilizing fairly tales and games to facilitate students' precise character memorization and writing.Additionally,diverse experiments and activities of evaluation have been conducted from the angle of teaching evaluation through action research.Students' consciousness of standard character writing is to elevated based on teachers' timely and diversified evaluation.Meanwhile,the writing atmosphere of the class and informal groups are to form after the self and mutual evaluation among students,accompanied by reduction in the wrongly written characters in students' assignments when it comes to process-based assessment.The conclusion summarized and reflects on the research process and relevant discoveries of wrong written characters among higher-grades students of rural primary schools.It is pointed out that cooperation from multiple strengths of education are still required to form joint educational endeavors while enlightening the students with the awareness of autonomous learning through substantial work to help them with reduction of wrongly written characters.