Investigation And Research On Typos In Component Category In The Second Section Of Elementary School

Literacy teaching is an important part of compulsory education,is the basis for the cultivation of reading and writing ability,has been highly valued by the National Language Commission of the Ministry of education,is an important issue to be solved to further promote the reform of Chinese teaching in primary schools,and is a key part of Chinese Teaching in primary schools.The second period refers to the third and fourth grades of primary school,which is the transition period of the whole primary school education and plays a connecting role.However,due to the complexity of some Chinese characters' strokes or the similarity of their glyphs,it is easy to make pupils' memories mixed,resulting in writing difficulties or writing errors,and affecting the cultivation of primary school students' basic Chinese literacy.Therefore,it is important to understand the specific situation of primary school students' Chinese characters' writing errors in the second period,analyze the causes of the problems and find out feasible improvement measures Significance.In view of the fact that there are many errors in the writing of Chinese characters in primary school students,covering a wide range,this paper chooses to study the problem of writing errors in the components of Chinese characters in primary school students,using the methods of questionnaire,interview and text investigation,and taking two primary schools A and B in Beijing as the objects of investigation.The results show that:The probability of Chinese characters component writing errors of students in grade three and grade four in primary schoolis basically the same as the overall frequency of Chinese writing errors,which needs to be paid attention to.The situation of component writing errors of Chinese characters is complex,which can be further divided into four main types:the increase of component writing errors of Chinese characters,the decrease of component writing errors,the writing errors caused by component writing errors of Chinese characters and the writing errors caused by component misplacement.The error performance of each type is not the same as the error cause,and the error caused by component writing errors of Chinese characters The frequency of writing errors is the highest,followed by writing errors caused by the misplacement of Chinese characters.There are four reasons for the wrong writing of the components of Chinese characters in the third and fourth grade students of primary school.The first is the relationship between the characteristics of Chinese characters and the incorrect writing of Chinese characters caused by the components.Many Chinese characters have similar shapes,The components of Chinese characters are highly abstract,complex and easy to be ignored by students.The second is the original level of students themselves For example,the writing attitude is not correct,lack of abstract ability,affected by thinking patterns,etc.;the third reason is the teacher level,such as the single and boring teaching method of literacy,lack of attention to literacy teaching,unscientific method of correcting wrong words,ignoring the differences between students in literacy teaching,etc.;the last reason is the social level,such as the misleading homophonic words in the network,misleading homophonic words in advertisements,etc.In view of the above problems and the influencing reasons,this paper puts forward four suggestions on the optimization of Chinese character teaching for the third and fourth grade students in primary schools.First of all,it is to improve students' ability of understanding and writing by using the characteristics of Chinese characters.Specifically,it is necessary to make good use of the characteristics of the unity of sound and meaning of Han characters,the structural motivation of independent characters,the characteristics of pictophonetic characters,the systematic characteristics of Han characters,and the structural characteristics of Han characters.Secondly,students should form good habits of learning Chinese characters,correct learning attitude,develop good habits of writing,review and consolidate to prevent more or less components from being written,observe carefully to avoid wrong components from being written;thirdly,teachers should improve the comprehensive ability of Chinese character teaching,flexibly and effectively use the teaching methods of character recognition,improve the importance of literacy and writing teaching,and optimize the correction methods of wrong characters Finally,the society should do a good job in the propaganda of the correct use of Chinese characters.