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学生写錯别字的原因,大家讲过不少,这里我也想谈两点。第一,学生识字过程中,最初学到的一些字,往往是最常用的字,日常运用机会比较多,掌握也就此較牢固,通常不大会写錯。但是,随着识字量的增加,同音字、形近字、偏旁部首相近的字不断出现,如果在教学中对那些字的音形义讲解不清,就容易产生因字形相近而混淆写錯別字的情况。譬如,“我”字在教材中出现比较早,运用机会也比较多,学生对这字的印象就比較深,就写得正确。以后教“式、代、武”等字时,如果不把它們的音、形、义讲解清楚,突出它們与“我”字的字形差别,学生就很容易在斜钩上加上一撇;而“浇、烧、绕”等字又可能受“我”字的影响,在上面多写一点。“农”“衣”两字,教材中也出现較早,以后学“长、喂、展”等字有可能受它們的影响而多写一撇。又譬如,三点水旁(氵)的字比較多,此較常用,学生有时就会把二点水旁(冫)的字(如冻、冷、凛等)也写成三点水;宝盖
Students write typo reasons, we talked a lot, here I would like to talk about two points. First, during the process of student literacy, some of the initial words learned are often the most commonly used words. There are more opportunities for daily use and mastery is stronger. Generally, no mistakes are made in the general assembly. However, with the increase of literacy, homonyms, near-nemesis and radical radical appear more and more. If the phonetic meaning of those words is not clear in teaching, it is easy to confuse the typo Case. For example, the word “I” appeared earlier in the teaching materials and had more chances to be used. Students were impressed with the word and wrote it correctly. After teaching “type, generation, and force”, if you do not explain their tone, shape and meaning clearly and emphasize the difference between the shape of “I” and the character, you will easily add a stroke on the diagonal hook. The words “pouring, burning, winding” may be influenced by the word “me” and write more in the above. “Agriculture” “clothing” word, textbooks also appeared earlier, after learning “long, feed, exhibition” and other words may be affected by their influence and write a write-aside. For another example, there are more words at three o'clock (氵), which is more commonly used. Students sometimes write three o'clock (冻) words (such as frozen, cold and cold)