Typos are divided into typos and other words. The typo is mainly due to children's weak and unstable grasp of the font characteristics and structural rules of Chinese characters, which is manifested in losing pens, adding more pens, inaccurate relative positions between strokes, wrong strokes, component displacement and so on. The appearance of other words mainly reflects that children's understanding of the meaning of words is inaccurate or incomplete, especially synonyms and homophones. In view of this problem, Chinese teachers should adopt various strategies to help children reduce the formation of typos in the process of learning Chinese characters. Chinese characters are a unique writing system and a combination of sound, form and meaning. Let's talk about the strategies to improve literacy teaching according to the characteristics of Chinese characters and prevent junior students from writing typos.
First, understand the meaning of homophones and solve the problem of typos.
China's square characters have the characteristics of "multiple words in one sound", with many homonyms. Students are often confused because they don't understand the meaning and usage of words. If we can help students to understand the meaning of homophones, then students will not misuse them.
1. Drawing helps to understand. For example, the pronunciation of "debate", "braid" and "debate" is the same. Debate needs language, so draw a mouth next to the word. "Braid" is a braid, and the noose in the middle looks like a little girl's braid, so draw a little girl's braid next to the word. "Distinguish" means to distinguish and identify, and the middle grows from the knife bit by bit, so draw a knife on the edge of the word. Match these words with a picture, and use an intuitive picture to help you understand, so it's easier to remember.
2. Context helps to understand. For example, "Zai" and "Zai" can create a situation for students: Xiaohong and Xiaoming are playing in the park, drawing on the stone bench, reading on the lawn, playing hide-and-seek by the rockery, having a good time, and (again) agreeing to come again next time. Let students realize from practice that "being" means "once again", while "being" only indicates existence or orientation, which has no practical significance. Another example is "do, do, sit and sit": Xiaohong (sit) is in his (seat) position (do) (work). By practicing in a specific context, students will know how to use homophones correctly.
3. Make up some jingles to help you understand. Such as "compensation, cultivation", you can make up a jingle: cultivate trees with soil, and compensate for damaged things with money. "bee, peak, front": industrious insects are bees, mountains are peaks, and metal sharpening is sharp. "Singing and swimming": Singing with your mouth, swimming without water. The catchy jingle is more in line with the characteristics of image understanding and memory of junior students.
Second, analyze the characteristics of the glyph structure.
According to word formation, Chinese characters can be divided into pictographs, knowing characters, pictophonetic characters and signifiers. A hieroglyph is a picture; A knowing word is an interesting story; Pictophonetic characters, audio-visual equipment; A finger word, illustrated. Among them, most of the Chinese characters appearing in the lower grades of primary schools are pictographs, knowing characters and pictophonetic characters. In teaching, teachers can make use of the structural characteristics of Chinese characters to make students feel the connection between sound, form and meaning of Chinese characters, feel the profoundness and infinite charm of Chinese and Chinese characters, and cultivate their kindness and love for Chinese and Chinese characters from an early age, thus effectively solving the typo problem.
1. Looking at the evolution of Chinese characters from hieroglyphs. The earliest Chinese characters-hieroglyphics evolved from pictures. That is, hieroglyphics are similar to physical objects. In teaching, we should pay attention to guiding students to observe carefully, find out the similarities between the shapes of things and Chinese characters, clarify the characteristics of pictographs, and establish the relationship between form and meaning in their minds. For example, "sun, moon, mountain, water, fire, melon, elephant, swallow, bird" can intuitively show the evolution of Chinese characters. Some students will miss the word "bird" when writing "bird". If teachers let students know the evolution of the word "bird" in teaching, it is easy to see from pictures and ancient Chinese characters that the midpoint represents the bird's eyes. Without eyes, birds can't see and become black, and nothing is "black".
2. Feel the combination of Chinese characters from literacy. Every word in Chinese characters can be presented to children through intuitive means, vivid language and vivid stories. For example, when students write the word "silkworm", they will write the first stroke horizontally. In fact, there is a beautiful legend about silkworm. It is said that "silkworm" is a godsend silkworm, which is the original intention of the word maker. Then let the students observe the word "silkworm" and the typo, and they will find that the word "day" is above the word "silkworm" and the word "worm" is below, representing "tianchong". If it is written as an apostrophe, it will become a "dead bug." Another example is the word "Hugh", which many students will write as "aspect". If students know the combination law of literacy and know that "qi" refers to people and "wood" refers to trees, people will not make mistakes when they rest under the trees.
3. Find the rules of Chinese characters from pictophonetic characters. More than 80% of Chinese characters are pictophonetic characters, with sounds expressing sounds and shapes expressing meanings. If teachers master this law, they can guide students to find the law of pictophonetic characters and use this law to read, which will greatly reduce the occurrence of typos. For example, the words "English" and "Fu" are easily confused by students. In fact, "ju" is a radical word: sand, sea, river, beach, ocean, washing, flowing, sweating, river and sinking are all related to water, while "ju" is a radical word: cool, cold, ice and freezing are mostly related to cool. The words next to "autumn" are related to clothes: lining, coat, jacket, topless, rich, brown, nude, skirt and trousers. The words next to "Wat" are related to Buddhism: God, Wish, Blessing, Ancestor, Rite, Society, Sacrifice, Prayer, Misfortune, Blessing and Auspicious. These radicals were created and developed after a long time on the basis of ancient people's simulation of physical graphics. When we know these radicals, we can also show their evolution process accordingly, so that students can deepen their impression.
Third, distinguish the subtle differences between similar characters.
There are many similar words in Chinese characters, more or less. Although some glyphs are similar, their meanings are quite different. In teaching, through comparative analysis, students can be guided to correctly understand the meaning of words, distinguish the glyphs and prevent typos from being written because of confusion.
1. Discrimination of children's songs. The six words "clear, clear, evasive, please, precise and clear" are similar in shape and pronunciation, but different in meaning. We can compile children's songs according to different parts of children's songs to help students distinguish them. For example, "it's sunny, the pool is clear, my eyes are big, and I'm in a hurry." The flying insects near the water are called dragonflies. It is more spiritual to say please first and then change the word rice. " Another example is "pouring, winding, burning, knowing and forgiving". It can be said that "water, thread, fire, the sun rises at dawn, and the food is rich." This will guide students to understand the shapes and meanings of new words without making mistakes.
2. Comparative analysis. Basketball "basket" is easily misspelled as "blue" Through comparison and memory, students can understand that "blue" comes from grass and is related to the color of grass, so "blue" is used to represent color; Basketball baskets and nets are like a basket. When playing basketball, you should throw the ball into this basket, so this kind of ball is called "basketball". If students understand the meaning of words, they won't write "basketball" as "blue ball".
3. Imagine discrimination. For example, the words "pull" and "dial" are slightly different, but their meanings have changed greatly. In memory, it can guide students to expand their imagination. Rabbi, dial one vertical less. Pull the younger brother, dial the elder brother. The elder brother is stronger than the younger brother. As long as the elder brother gently dials, the younger brother has to pull hard. Let students imagine and analyze by themselves, which not only develops students' thinking ability, but also mobilizes students' enthusiasm for independent learning literacy and effectively reduces typos.
It is a long-term and arduous task to prevent students from writing typos. We should adopt vivid teaching forms and give full play to our study.
Students' initiative makes them the masters of error correction. More importantly, teachers can accurately predict possible typos before teaching, use various ingenious teaching methods and adopt different methods to break through difficult words in pronunciation, form and meaning, and eliminate typos to the maximum extent.