A Study On The Causes And Countermeasures Of Typos In The Lower Grades Of Elementary School

Chinese is a very important subject in any era of student learning,especially in the context of the new curriculum reform,the importance of Chinese is even more prominent.Chinese ability is the basis for learning other subjects.The teaching of literacy and writing in primary Chinese,especially primary school Chinese,is the most important.However,in the early years of primary school Chinese,the teaching of literacy and writing has not achieved good results.The main reason is that It's a typo problem.There is a lot of research on literacy teaching in the literary world.Generally,research on literacy teaching methods and how to cultivate students' interest in literacy are not widely studied,especially studies on typos in elementary school students in rural areas.Rural students regardless of life The environment and the learning environment are different from those of urban students.This type of typo problem is more prominent,which seriously affects the effect of literacy and writing teaching.Therefore,in order to achieve better results in the teaching of literacy and writing,and reduce the occurrence of typos,the author has adopted research methods such as literature research,investigation,case study,and experience summarization.Based on the results of others,I have sorted the typos.The type and cause,and propose some strategies to improve the situation.In addition to the introduction and conclusion,this article is divided into three parts.The first part,by observing the students 'class situation and analyzing the students' homework situation,sorted out the types of typos that the primary school students often make in the lower grades.Typo is mainly divided into two types: typo and typo.Typo is mainly reflected in stroke addition and subtraction errors and component errors;typos mainly include homophones with homophones or near-phonetics and near-phonetics.In the second part,the causes of typos are sorted out.There are four main reasons.One is the single teaching method of the teacher,the improper grasp of the instrumental and humanistic scales,the low level of teachers' professional theory,and the lack of a correct literacy teaching concept.2.Insufficient understanding of the meaning of literacy teaching;the second is student reasons,the effect of group effects of students,low reading volume,poor reading habits,and students' cognitive characteristics are also the main causes of typos in primary school students;Chinese characters are ideographic characters.It is precisely because of the particularity and complexity of Chinese characters that they can also cause students to make typos.Thelast reason is also a special reason for the frequent occurrence of typos in elementary school students in rural areas.It is the environmental impact of rural areas.Value.The third part mainly proposes a series of solutions to the previous content.Teachers should improve their personal literacy,change the evaluation method,teach literacy according to the psychological characteristics of students,and adopt various teaching methods.For students,let students know To the seriousness of the typo,and develop good habits;due to the special nature of Chinese characters,we should explain pictographs,ideographs,and pictophonetics according to the characteristics of Chinese characters;to improve the environment of homes,schools,and society,and do our best to create An environment conducive to students' correct writing of Chinese characters.