Study On The Phenomenon Of Typos In Grade 3-4 Pupils

Literacy teaching is one of the important tasks in primary Chinese teaching,in the Chinese curriculum standards for compulsory education(2011 edition),literacy and handwriting have been clearly defined.Literacy,writing is the basis of reading and writing,is the teaching emphasis of the first section,is also throughout the compulsory education stage of the important teaching content.During the internship,the author found that pupils’ typos were common and varied by correcting their homework,which seriously affected their daily reading and writing.According to the Chinese curriculum standards for compulsory education(2011edition),taking the characters required to be written in the textbooks of grade 3-4 primary school Chinese in the version of the Soviet union as the investigation sample,the students of grade A primary school in Heze City were given A dictation test of A class of new characters.Through discussion with experienced Chinese teachers,students with different performances were divided into three kinds of conditions:Ⅰ,ⅡandⅢ,according to the comprehensive consideration of students learning attitude,classroom performance,writing performance and literacy foundation.Qualitative analysis software Nvivo12 plus was used to analyze the typos in three cases.Firstly,the background,research significance,relevant literature and concept definition of typos are discussed in detail,and the problems related to typos of grade 3-4 pupils are summarized.Secondly,according to the analysis of the current situation of pupils typos,three research methods of literature method,interview method,text analysis method and theoretical research process are determined.Then,through the method of text analysis,the paper summarizes the performance of three to four grade pupils in the two aspects of wrong words.On the on hand,there is a lack of systematic connection between the sound,form and meaning of Chinese characters.Similar words are easy to mix;Homophones lead to typos and other common problems.On the other hand,there are also different problems among students with different learning conditions.For example,the typos of caseⅢare seriously affected by the type of “words that can not be written”.Then,in view of the problem of misspelling in grade3 and grade 4 pupils,then the reasons for the wrong word to discuss.The first is the analysis of commonness,Which analyzes the causes form the aspects of Chinese characters themselves,students’ physical and mental characteristics,thinking and learning habits,teachers’ teaching philosophy,teaching design,teaching methods and teachers’ roles.The second is the analysis of characteristics,mainly form the students’ learning methods,teachers’ attitude,family counseling analysis.Finally,based on the analysis of the above reasons,the corresponding strategies are proposed to facilitate the hierarchical teaching of front-line teachers and improve the quality of students’ literacy.