The Investigation Of The Phenomenon Of The Elementary School Higher Grades Students Wrong Character

Since the Chinese characters are the basic elements of human readingand writing,recognizing and writing Chinese characters have been one ofthe main tasks in primary Chinese teaching,which is great significancefor the completion of teaching objectives and tasks during compulsoryprimary Chinese teaching.However, due to the complex mix and match of thesound,form,and meaning of Chinese characters,it is quite difficult forthe primary students to read and write.This phenomenon get even worse inpeople’s daily life,they often make mistakes when writing and usingChinese characters,which not only affects their cognitive thinking ofChinese learning,but also affect the pupils language literacy training.So,it is of high practical value to know about the formations and causesof misspelling characters and to explore an effective strategy to reducetheir mistakes through researches and investigations.This study selected three classes of sixth grade,S primary school,Ji Nan City as the research subjects,and conducted a quantitative andqualitative analysis.This paper consists of four parts:The first part,as the theory basis and outline of the research,givesa detailed elaboration of the misspelling characters.They refer to thewrong characters,other characters and irregular ones in the process ofwriting and using them.The paper categorizes typos into eight types:grapheme translocation,stroke distortion, word elements confusion,strokes increase and loss,structural dislocation,sound (shaped)similarity,assimilation caused by misuse and non-standard characters.The second part conducts a investigation of typos phenomenon amongupper primary students.The author collects all the sixth grade students’composition book during one semester and find out the typos as the text object.Then through the data,the author makes a general analysis andspecific analysis as well.The third part makes a deeper exploration of the causes of the typosphenomenon.Besides the quantitative and qualitative analysis,the paperalso makes a all-around discussion of causes which lead to typosphenomenon in the following four aspects:the Chinese characters,thestudents,the teachers’s teaching and the teaching materials.In terms ofChinese characters,the study focuses on the sound,form and meaning of thenecessary and commonly used characters.In terms of students,the studystarts mainly from their cognition and ways of writing.In terms ofteachers’s teaching,it tries to discuss about their ways of teaching,such as new characters teaching,strategies reviewing learnedcharacters,the attitudes toward to typos making students.Four,in termsof teaching materials,it mainly analyses the number,distribution,andfrequency of the characters.The fourth part provides the effective strategies to reduce typosphenomenon among upper primary students.The part tries to explore theeffective teaching strategies to solve the erroneous character problemon the basis of problem presentation and causes analysis.They consistmainly of two teaching strategies:explore the characteristics ofcharacters,improve teaching effectiveness,follow the students’characters acquisition,highlight the different points during differentlearning time.Strategy one is the study from character form teaching,sound teaching and meaning teaching.Strategy two provides the specificmethods due to the different learning periods:lower primary studentsteacher can adopt various ways to teach charaters;middle primary studentteacher can focus on the cultivation of the students’ability to learncharacters and habit of formal characters writing;upper primary students teacher can follow the student’s memory rule and make reasonablearrangement of learning and review characters.