On Junior High School Students' Vocabulary Learning from the Sample Survey of Chinese Character Standardization and Vocabulary Accumulation: Chen Liping 1994 After the First National Middle School Students' Language Application Ability Competition, Li Tang (1994) published his views on junior high school students' language application ability at that time. After more than ten years, is the situation of junior high school students' language application ability satisfactory? We conducted a sample survey of eight middle schools in our prefecture-level cities, including city, county and township schools, and each school took a class in the graduation grade of junior high school. As a result, the results of the proficiency test of 420 students were disappointing. Our survey covers a wide range of contents, including proficiency tests including Chinese characters, vocabulary, grammar and rhetoric, as well as student questionnaires and teacher questionnaires. Let's talk about my humble opinion on junior high school students' vocabulary learning from the survey results of some Chinese characters and vocabulary questions for Chinese educators' reference. First, the results of the survey of pessimistic characters (1) The level of students using standardized Chinese characters is low. We extracted the following 2 1 small questions about standardized Chinese characters from the test questions to statistically analyze junior high school students' mastery of standardized Chinese characters. This 2 1 question takes two forms: objective choice and subjective fill-in-the-blank, which involves both Chinese characters and Chinese pronunciation. 1. Objective multiple choice questions. (1) The strokes of "Zou, Tou, Tu, Shou and Ge" are () a.68689b.78679c.785710d.78589 (2) ā n () a. Press b. An(3)sh \. B. copy the statue with the weather; C. make persistent efforts in rough killing; The inexplicable D. Xanadu seems to be covered with green grass; (7) Add the following words: The correct phonetic notation is () a. Proofread (xiào) and weep (yè). ) hatred (wù) B. country hooligans (mù ng) ability (ché n) stubbornness (jià ng) C. efficiency (lǜ) economy (cuán) is called (há o) D. handling (chù) bending over (zhé) windfall (hé) Decadence (Tuí) B. Teaching (hu) Dropping out of school (chuò) Deformity (J ο) C. Arrest (dοI) Drowning (nο) Achievement (Y ο) D. Contamination (diàn) Looking forward (qiáo) Be careful (D ο (10) Taste zhé (), (1 1), xiāo (), Da Dan (12), Ch and () Smile (13), Qing Ji () (/. (17) At night, Mi () (18) Kouchun () (19) was searched by Lu () (20) Kang xī() (2 1). First of all, let's look at the students' mastery. (7)(8)(9) The question mainly examines students' mastery of the pronunciation of commonly used Chinese characters. These Chinese characters involve not only polyphonic words emphasized in junior high school textbooks, such as "proofreading and howling", but also words that are easy to be mispronounced in daily life, such as "be careful and handle". Counting 420 answers, the correct rates of these questions are 44%, 14% and 22.6% respectively. (7) Lieutenant Colonel A (xiào) obviously misjudged máng, but 65,438+09.5% and 29.5% chose A and B respectively. (8) The proportion of wrong items A, B and C is very high. The problem is that you have not carefully reviewed the requirements of the topic, or you are not sure about the pronunciation of the underlined words in "conclusive, abnormal, education, arrest and prevention". (9) Although the problem is the form of multiple-choice questions, junior high school students should know five words in multiple-choice questions, but 77.4% of the 420 students are wrong, which is probably related to misunderstandings on TV. In addition, through comparative statistics, it is concluded that the problem of Chinese character pronunciation standardization in middle schools directly under the municipal government has been well solved. Secondly, let's take a look at the students' mastery of standardized glyphs of Chinese characters. Except (7), (8) and (9), the rest of the 18 sub-items involve font specifications such as the number of strokes and typos. Generally speaking, the results of 420 students are not ideal. "Xiang (1)" requires students to know the number of strokes of these words, in order to test students' mastery of the standard glyphs of commonly used Chinese characters. I'm afraid all primary school students know about "line, transparency, convexity, longevity and elder brother", but the survey results show that there are still 1 14 people, that is, 27. 1% people choose B, that is, "convexity" means six paintings and "elder brother". There are obvious differences in grades between schools. The best is the city experimental middle school, where about 87.7% of the students are right, while only 48.9% of the students in a class in urban and rural schools are right. (2)-(5) Question Put Chinese characters in the context of words and let students choose the correct words. The survey results show that the correct rates of these four questions are 84%, 83.6%, 44.5% and 38.8% respectively. It seems that the writing of "device" has been recognized by everyone, but there are still a few students who recognize "according to the device", and there are still a few students who easily confuse the word "garrison" with the similar word "garrison". More than half of the students mistakenly choose "anxiety" or "anxiety", which shows that the distinction between "impatience" and "dryness" is worthy of junior high school students' attention. The idiom "one by one" has a very high error rate. "Servant" means to fall forward, but 6 1.2% people don't know it. (6) The question requires students to choose one that does not contain typos. The words involved are commonly used in junior high schools, and the correct rate is only 39.8%. Question (10)-(2 1) requires Chinese characters to be written according to pronunciation. Except for "Mo" and "Xie", the Chinese characters filled in are within the range of 3,500 commonly used words. Some words are very simple, such as "Xie, Lip, Hair, Paste and Pad", which mainly examines whether students can write Chinese characters in a standardized way and master the structure of Chinese characters. The total correct rate of 12 words is listed as follows: First, the newly learned words in junior high school textbooks are not well mastered, such as "Do, scoff". The main reason lies in improper understanding of the meaning of words and carelessness. "Laughing at others" means being laughed at, but many students fill it in as "giggle", which means giggle; Some students accidentally missed the middle horizontal line on the right side of "before" and only wrote "mountain, insect"; Some students accidentally took ch τ as ch τ and wrote it as "ridicule". Second, common words in life have deeply influenced students. For example, in Looking for You, 62.2% of the students were influenced by the surrounding environment and wrote "Find someone to enlighten". Third, writing mistakes are common but can't be pointed out, which leads to unexpected mistakes in writing common words. The paste of toothpaste is a pictophonetic character. When the moon makes a sound, 69.4% of students miss their mouths because of the sound. "Mao" is a cognitive word, and "Mu" is not "Day", but 62.7% of the students wrote the word "Day" on it. The word "night" doesn't mean night. When writing "rice", it is only associated with the word "dusk" which means evening. In fact, the word "night" has a strong image color. At night, the scenery seems to be covered by curtains, so it is called night. For example, some words should be paid attention to from the font structure. "Lip" is a semi-closed structure, and 67% of students can write it as an upper and lower structure; The right radical of "mattress" is also a semi-closed structure, but this radical is written as an upper and lower structure when it is independently formed into words; The word "Chen" in the upper left corner is not "Chen", and the word "already" in the upper right corner is not; The upper right corner of "solution" should be "stone" instead of "earth". (2) Students have poor vocabulary accumulation. Let's extract the following three questions about vocabulary accumulation from the test questions to briefly analyze the students' vocabulary accumulation. The topic takes the form of subjective fill-in-the-blank and involves idioms and adjectives. 1. Only by doing the dragon and phoenix dance well can you succeed _ _ _ _ _ _ _ _ _ _ _ More than ten years have passed. Is the language application ability of junior high school students satisfactory? We conducted a sample survey of eight middle schools in our prefecture-level cities, including city, county and township schools, and each school took a class in the graduation grade of junior high school. As a result, the results of the proficiency test of 420 students were disappointing. Our survey covers a wide range of contents, including proficiency tests including Chinese characters, vocabulary, grammar and rhetoric, as well as student questionnaires and teacher questionnaires. Let's talk about my humble opinion on junior high school students' vocabulary learning from the survey results of some Chinese characters and vocabulary questions for Chinese educators' reference. First, the results of the survey of pessimistic characters (1) The level of students using standardized Chinese characters is low. We extracted the following 2 1 small questions about standardized Chinese characters from the test questions to statistically analyze junior high school students' mastery of standardized Chinese characters. This 2 1 question takes two forms: objective choice and subjective fill-in-the-blank, which involves both Chinese characters and Chinese pronunciation. 1. Objective multiple choice questions. (1) The strokes of "Zou, Tou, Tu, Shou and Ge" are () a.68689b.78679c.785710d.78589 (2) ā n () a. Press b. An(3)sh \. B. copy the statue with the weather; C. make persistent efforts in rough killing; The inexplicable D. Xanadu seems to be covered with green grass; (7) Add the following words: The correct phonetic notation is () a. Proofread (xiào) and weep (yè). ) hatred (wù) B. country hooligans (mù ng) ability (ché n) stubbornness (jià ng) C. efficiency (lǜ) economy (cuán) is called (há o) D. handling (chù) bending over (zhé) windfall (hé) Decadence (Tuí) B. Teaching (hu) Dropping out of school (chuò) Deformity (J ο) C. Arrest (dοI) Drowning (nο) Achievement (Y ο) D. Contamination (diàn) Looking forward (qiáo) Be careful (D ο (10) Taste zhé (), (1 1), xiāo (), Da Dan (12), Ch and () Smile (13), Qing Ji () (/. (17) At night, Mi () (18) Kouchun () (19) was searched by Lu () (20) Kang xī() (2 1). First of all, let's look at the students' mastery. (7)(8)(9) The question mainly examines students' mastery of the pronunciation of commonly used Chinese characters. These Chinese characters involve not only polyphonic words emphasized in junior high school textbooks, such as "proofreading and howling", but also words that are easy to be mispronounced in daily life, such as "be careful and handle". Counting 420 answers, the correct rates of these questions are 44%, 14% and 22.6% respectively. (7) Lieutenant Colonel A (xiào) obviously misjudged máng, but 65,438+09.5% and 29.5% chose A and B respectively. (8) The proportion of wrong items A, B and C is very high. The problem is that there is no requirement for careful examination of the questions, or the pronunciation of the underlined words in "conclusive, abnormal, education, arrest and prevention" is not sure. (9) Although the problem is the form of multiple-choice questions, junior high school students should know five words in multiple-choice questions, but 77.4% of the 420 students are wrong, which is probably related to misunderstandings on TV. In addition, through comparative statistics, it is concluded that the problem of Chinese character pronunciation standardization in middle schools directly under the municipal government has been well solved. Secondly, let's take a look at the students' mastery of standardized glyphs of Chinese characters. Except (7), (8) and (9), the rest of the 18 sub-items involve font specifications such as the number of strokes and typos. Generally speaking, the results of 420 students are not ideal. "Xiang (1)" requires students to know the number of strokes of these words, in order to test students' mastery of the standard glyphs of commonly used Chinese characters. I'm afraid all primary school students know about "line, transparency, convexity, longevity and elder brother", but the survey results show that there are still 1 14 people, that is, 27. 1% people choose B, that is, "convexity" means six paintings and "elder brother". There are obvious differences in grades between schools. The best is the city experimental middle school, where about 87.7% of the students are right, while only 48.9% of the students in a class in urban and rural schools are right. (2)-(5) Question Put Chinese characters in the context of words and let students choose the correct words. The survey results show that the correct rates of these four questions are 84%, 83.6%, 44.5% and 38.8% respectively. It seems that the writing of "device" has been recognized by everyone, but there are still a few students who recognize "according to the device", and there are still a few students who easily confuse the word "garrison" with the similar word "garrison". More than half of the students mistakenly choose "anxiety" or "anxiety", which shows that the distinction between "impatience" and "dryness" is worthy of junior high school students' attention. The idiom "one by one" has a very high error rate. "Servant" means to fall forward, but 6 1.2% people don't know it. (6) The question requires students to choose one that does not contain typos. The words involved are commonly used in junior high schools, and the correct rate is only 39.8%. Question (10)-(2 1) requires Chinese characters to be written according to pronunciation. Except for "Mo" and "Xie", the Chinese characters filled in are within the range of 3,500 commonly used words. Some words are very simple, such as "Xie, Lip, Hair, Paste and Pad", which mainly examines whether students can write Chinese characters in a standardized way and master the structure of Chinese characters. The total correct rate of 12 words is listed as follows: First, the newly learned words in junior high school textbooks are not well mastered, such as "Do, scoff". The main reason lies in improper understanding of the meaning of words and carelessness. "Laughing at others" means being laughed at, but many students fill it in as "giggle", which means giggle; Some students accidentally missed the middle horizontal line on the right side of "before" and only wrote "mountain, insect"; Some students accidentally took ch τ as ch τ and wrote it as "ridicule". Second, common words in life have deeply influenced students. For example, in Looking for You, 62.2% of the students were influenced by the surrounding environment and wrote "Find someone to enlighten". Third, writing mistakes are common but can't be pointed out, which leads to unexpected mistakes in writing common words. The paste of toothpaste is a pictophonetic character. When the moon makes a sound, 69.4% of students miss their mouths because of the sound. "Mao" is a cognitive word, and "Mu" is not "Day", but 62.7% of the students wrote the word "Day" on it. The word "night" doesn't mean night. When writing "rice", it is only associated with the word "dusk" which means evening. In fact, the word "night" has a strong image color. At night, the scenery seems to be covered by curtains, so it is called night. For example, some words should be paid attention to from the font structure. "Lip" is a semi-closed structure, and 67% of students can write it as an upper and lower structure; The right radical of "mattress" is also a semi-closed structure, but this radical is written as an upper and lower structure when it is independently formed into words; The word "Chen" in the upper left corner is not "Chen", and the word "already" in the upper right corner is not; The upper right corner of "solution" should be "stone" instead of "earth". (2) Students have poor vocabulary accumulation. Let's extract the following three questions about vocabulary accumulation from the test questions to briefly analyze the students' vocabulary accumulation. The topic takes the form of subjective fill-in-the-blank and involves idioms and adjectives. 1. Complement the Dragon and Phoenix Dance successfully _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. Crabs crossing the road _ _ _ _ _ _ _ _ _ _ _ b: When people gather firewood, the flames are high _ _ _ _ _ _ _ _ _ _ _ _ _. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, only the east wind is needed. 3. complete ABB words. Such as "soft (continuous)" and "hot (almost)". Shy () warm () dry () cold () sweat () 1-2 questions test students' mastery of common idioms, but the statistical results show that the total correct rate of 8 schools is not high, and only 2 1% of the questions are correct. According to the passing score, only 67% of the students got the passing score. Only 23.4% of the students answered two questions correctly, and only 48. 1% of the students got a passing grade or above. A large number of students mistakenly wrote "Pig Eight Rings Looking in the Mirror-Smelly Man" and "Crab Crossing the Road-Walking sideways". Question 3 measures students' mastery of commonly used overlapping adjectives. "Sweat (shower), be ashamed (answer), be dry (baba), be cold (ice ice), be warm (ocean)", what a simple sentence, only 265438+ 0.8% of the total students can get it right, but on the whole, this question is better than the idiom question, after all, 93.3% of the students have passed it. From the survey results of these simple questions, we can see that students' vocabulary accumulation is still quite poor. Second, students' voices cannot be ignored. We also asked students to write their own feelings after the exam, and * * * took back 402 feelings after the exam. These 402 students' voices about language learning are worth reading by Chinese teachers. Looking at the feelings of 402, we feel that there are two aspects that deserve special attention. First, most students can realize the necessity of using standardized Chinese characters and consciously accumulating vocabulary. It is undeniable that in the face of a simple Chinese exam, very few students have extreme ideas. For example, a student said, "Do such a simple question, and be careful not to hurt your brain." (Later, it was found that the student's grades were quite poor, and even Kangxi was written as Kangxi.) But after all, most students deeply analyzed their own shortcomings and said that they must take the study of basic Chinese knowledge seriously in the future. For example, a classmate said: "Although these topics are the most basic things in daily life, what can really be done is more difficult than the competition questions. This is not to say that the topic is difficult, but that I don't pay attention to what I usually see. " Secondly, most students put forward many constructive suggestions to improve their vocabulary. For example, learning Chinese in life, consolidating vocabulary in reading aloud, and paying attention to writing standardized and beautiful words through calligraphy training. Many students said: "If you usually accumulate more basic knowledge, you will take notes frequently, look up the dictionary and review your memory in time when you encounter words you don't understand. That will be very helpful for you to go to the job interview in the future. " "I usually only learn the knowledge in textbooks and don't like reading books. When I study texts, I seldom learn things like looking in the mirror. In the future, we must expand our knowledge and not limit ourselves to textbook knowledge. " Children in rural areas seldom buy books, and I hope teachers can recommend or subscribe to them. Third, we should no longer ignore junior high school students' word learning. The current situation of students' word learning is worrying, and their profound understanding is gratifying. How to change junior high school students' low level of using standardized Chinese characters and poor vocabulary accumulation? The key is that Chinese teachers should not neglect junior high school students' word learning, and junior high school Chinese teachers should renew their concepts and explore effective methods to guide students to improve their ability to use standardized Chinese characters and enrich their vocabulary. In fact, many people with lofty ideals have long expressed their views on how Chinese teachers can update their ideas and adopt effective methods to improve students' language and writing ability. Lv Shuxiang (1980) said: Chinese class is a little different from other classes, students have the opportunity to learn Chinese anytime and anywhere; Wandering on the road, billboards on the roadside; Instructions attached to shopping. You can learn Chinese anywhere. Li Tang (1994) also talked about the harm of the "traditional teaching mode of reading and interpretation theory", which is not to guide students to feel and learn the ever-changing and colorful language, but to try to understand the article. In addition, Li Zhenxiang (1995) advocated that the study of language and characters should continue from primary school to high school, and so on. It's just that these high opinions are hard to arouse the voices of more front-line Chinese teachers, which leads to more than ten years later, and our survey results are still not satisfactory. I hope that the majority of front-line Chinese teachers will get rid of the influence of exam baton and traditional teaching methods as soon as possible and join our research on improving students' language application ability. Reference: [1] Li Tang. The present situation and countermeasures of middle school students' language application ability [J]. Language application, 1994, (4). [2] Li Zhenxiang. The present situation and countermeasures of Chinese knowledge teaching in middle schools [J]. Journal of Henan Normal University (Philosophy Edition), 1999. (4).[3] Lv Shuxiang. On Chinese teaching in middle schools [J]. Chinese learning, 1980, (1). [4] Zhuang Wenzhong. Research on Chinese teaching in middle schools [M]. Guangdong: Guangdong Education Press, 1999. [5] Wang 1990. (Chen Liping, Chinese Teaching and Research Section, Department of Literature and Law, Dongying Vocational College) On junior high school students' vocabulary learning Chen Liping from the perspective of Chinese character standardization and vocabulary accumulation sampling survey.