Study On The Errors Of Chinese Character Stroke Writing Of The Primary School Students In Thailand

As the most basic part of Chinese characters,the mastery of Chinese characters is affecting the future learning of Chinese characters.Therefore,I decided to use the teaching experience accumulated during my one year teaching in Krami Province,Thailand,on the basis of previous research,to do the research of the fourth grade students of Santong School in the process of learning Chinese characters and the cause of error.The first part is the introduction,which describes the reasons for the selection of the topics in this paper,the research results and research status of stroke bias and teaching,the purpose and significance of the research,the content and methods of the study,and finally the theoretical basis of the study and the source of the material.Secondly,the body part,containing three chapters: the first chapter mainly investigates and counts the current situation and problems arose in the study object stroke learning,and draws six main types of bias,namely: brush "mirroring",brush writing excessive,stroke writing is not in place,stroke straight relationship confusion,stroke writing position irregularity and approximate stroke confusion.Then according to the classification method of zero-fold stroke,one-fold stroke,two-fold stroke,three-fold stroke,four-fold stroke,to carry out the bias analysis of strokes,and finally four conclusions are drawn: 1.The number of strokes and stroke error rate are positively related;2.the curvature stroke error rate is greater than the straight stroke;3.the basic stroke is easily confused with the derived stroke.The second chapter analyzes the causes of bias from the two aspects of subjective reasons and objective reasons,among which the subjective reasons include the negative migration of knowledge and the psychological content of learners,and the objective reasons include the reasons of the particularity of Chinese charactersthemselves,teachers and teaching factors,and teaching environment factors.The third chapter puts forward some countermeasures for stroke teaching:first,to establish and cultivate students' cognition of strokes;Secondly,improve students' interest in learning,and finally,improve students' learning environment.