An Research Of Typos And Relevant Teaching Strategies In Junior High School Students’ Compositions

The junior middle school stage is a minor golden era of personal growth, butChinese characters in Chinese learning of junior middle school is no longer asimportant as before, instead of paying more attention to the understanding andapplication of them. This situation attributes to that a large number of typos stillappear in junior high school students’compositions. There are most typos in theircompositions. Therefore, the author chose typos in junior high school students’compositions as the research object.Through samples survey and statistical analysis of students’ compositions, theauthor has made a conclusion. Different reasons cause different typos and these typoscan be roughly divided into five types: form nearly typos, similar sound typos, shapeand homophones nearly typos, coined words, just close and confusion resulting typos.Typos caused by the same sound and similar sounds account for 34.14% and thebiggest proportion. Typos caused by shapes and homophones are in the next place,accounting for 30.5%. Typos caused by the same sound or similar sounds are in thethird place, accounting for 23.92%.Additionally, because of regional restrictions, typos which are affected bydialects hold a definite proportion. In 197 typos caused by the same sound and similarsounds, there are 14 ones caused by dialects, accounting for 7.11%. Besides regionaldifferences, gender differences also make a difference. 14.07% boy students and22.71% girl students have written compositions without typos. We can know thedifferences caused by genders from the percentage. What’s more, writing environmentmakes a big difference in students writing. Compared with other situations, studentsmake few typos in formal examination.Reasons which cause typos in junior high school students’compositions can bedivided into two parts: objective reasons and subjective reasons. These reasons arerelative to junior high school students. Objective reasons include the complexity of Chinese characters，the cooperation of sound, form and meaning, qualifications ofeducation and specific social environment. All these situations should be improved byjoint efforts of schools and the society. Subjective reasons which are mainly caused byknowledge defects of students include lack of solid basic skills, bad learning habits,unruly attitude of Chinese characters learning and writing, thinking stereotypes,constraints of cognitive rule and so on. All these situations should by improved bystudents’subjective efforts and stimulating learning interests and psychological needs.In allusion to reasons of typos, the author suggests that we should use cognitivetheory and Chinese philological theory to instruct students, teachers’ teaching andsocial environment separately, and create a good social environment and a goodlanguage environment. The author has applied the Chinese philological theory tocombine the sound, shape and meaning of Chinese. As a kind of ideographic writing,phonetic characters account for more than 90% of sight words. The shapes of phoneticcharacters can be divided into two kinds: signifikums and phonetic indicators.Signifikums are relative to words meanings, so phonetic characters are easy to be analsized by the Chinese philological theory. As for the application of cognitive theory,the teaching of Chinese characters should accord with students’cognition rules.Human beings cognition can be divided into three phases:presentation----image----abstraction. We should make use of this cognition rule in ourChinese characters teaching. Besides efforts of students and teachers, good sociallanguage environment and formal Chinese characters operating environment shouldbe established.There are still many measures of correcting typos. There are many specific waysin the main body, including learning the six categories by using Chinese characters,connecting realistic situations, playing games, using stories, learning homophones orsimilar Chinese characters by using similar message blocks. We can also combinesome different measures to stimulate students’learning interest and motivation.