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Well, let me give you a similar sample essay for your reference:

Talk about the word learning of junior high school students from a sample survey on Chinese character standards and vocabulary accumulation of junior high school students Chen Liping 1994 After the first national middle school students (junior high school group) language application ability competition ended in 2004, Li Bor (1994) expressed his high opinions on the language application ability of junior high school students at that time. After more than ten years, is the language application ability of junior high school students satisfactory? We conducted a sample survey of eight middle schools in our local city, including municipal, county, and township schools. Each school selected a class of junior high school graduating students. As a result, the proficiency test scores of the 420 students surveyed were astonishing. People are disappointed. Our survey covers a wide range of content, including proficiency test questions covering Chinese characters, vocabulary, grammar, rhetoric, etc., which require students to complete closed-book work within 90 minutes, as well as student questionnaires and teacher questionnaires. Below, we mainly start with the survey results of some Chinese characters and vocabulary test questions, and talk about the current superficial opinions on vocabulary learning of junior high school students for the reference of Chinese educators. 1. Not very optimistic word survey results (1) The level of students' application of standardized Chinese characters is low. We extracted the following 21 small questions about the standardization of Chinese characters from the test questions to statistically analyze the situation of junior high school students mastering the standardized Chinese characters. These 21 questions take the form of objective selection and subjective fill-in-the-blank. The content involves both the shape of Chinese characters and the pronunciation of Chinese characters. 1. Objective multiple choice questions. (1) The strokes of "Zuo, Guan, Tu, Shou, Ge" are ( ) A.6 8 6 8 9 B.7 8 6 7 9 C.7 8 5 7 10 D.7 8 5 8 9 (2 ) ān () install A. press B. secure (3) shù () guard the frontier A. Xu B. Wu C. garrison D. Rong (4) anxious zào ( ) A. dry B. noisy C. noisy (5) Former pū ( ) Successor A. flutter B. servant (6) The group of the following words without typos is ( ) A. Trap, follow the rules, pick millet from the fire B. Title outline, weather copy, statue C. Rough killing, keep up the good work Inexplicable D. Utopia is like green grass, overtired (7) The correct phonetic notation of the following highlighted words is ( ) A. Proofreading (xiào) Sob (yè) Hate (wù) B. Village gangster (máng) Competent (chèn) Stubborn ( jiàng) C. Efficiency (lǜ) Cuan (cuán) Howl (háo) D. Process (chù) Bend (zhé) Windfall (hèng) (8) Among the following words, the phonetic notation of the underlined word is not completely correct () A. confirmed (záo) creeping (rǔ) decadent (tuí) B. teach (huì) drop out of school (chuò) deformed (jī) C. arrest (dǎi) drown (nì) attainment (yì) D. tarnish (diàn) raise one's head (qiáo) Beware (dī) (9) Among the following words, the word "jiao" is pronounced as "jiǎo" () (multiple choices) A. Role B. Corner C. Protagonist D. Fighter E. Angle 2. Write Chinese characters according to the pronunciation . (10) Taste zhé ( ) to stop (11) Tongxiāo ( ) Dadan (12) Being a human being chī ( ) laughing (13) Qing jié ( ) (14) Life jié () according to (15) Ya gāo () (16) Feeling mào( ) (17) night mù() (18) mouth chún() (19) be rù () (20) Kangxī() (21) looking for people to enlighten shì() First, let’s take a look at the students’ mastery of the standard pronunciation of Chinese characters situation. Questions (7) (8) (9) mainly test students’ pronunciation of commonly used Chinese characters.

These Chinese characters involve both polyphonic characters emphasized in junior high school textbooks, such as "proofreading, howling," and words that are easy to mispronounce in daily life, such as "beware, deal with." Statistics of 420 answers showed that the correct rates for these questions were 44, 14, and 22.6 respectively. (7) In question A, the lieutenant colonel (xiào) vs. the village gangster (máng) in B was obviously wrong, but 19.5 and 29.5 people chose A and B respectively. (8) The rate of wrong choices for items A, B, and C is very high. The problem lies in either failure to review the question requirements, or misunderstanding of the pronunciation of the underlined words in words such as "confirm, deformity, education, arrest, and warning". Not allowed. (9) Although the question is in a multiple-choice format, all junior high school students should know the five words in the choices. However, among the 420 students, 77.4% chose the wrong words. I am afraid it is not inconsistent with the usual misunderstandings on TV. connect. In addition, through comparative statistics, it can be concluded that the problem of standard pronunciation of Chinese characters in municipal middle schools has been solved relatively well. Secondly, let’s take a look at students’ mastery of the standard glyphs of Chinese characters. Excluding questions (7) (8) (9), the remaining 18 questions involve the number of strokes, typos and other glyph specifications. Overall, the results of the 420 students were not ideal. Questions like (1) require students to clarify the number of strokes in these characters, which tests students' mastery of the standard glyphs of commonly used Chinese characters. I'm afraid all primary school students know "Zuo, Guan, Tu, Shou, Ge", but the survey results show that there are still 114 people, that is, 27.1 people chose the wrong choice, of which 16.9 people chose B, that is, they think "convex" is 6, and "Brother" " Draw for 9. There are obvious differences in the scores between schools. The best one is the Municipal Experimental Middle School, with about 87.7 students choosing the right grade, while there is a class in urban and rural schools with only 48.9 students choosing the right grade. Questions (2) to (5) put Chinese characters in a certain word context and ask students to choose the correct word. 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 method of "installation" has been recognized by everyone, but there are still a few students who agree with "press installation", and there are still a few students who easily confuse the "戍" of "guarding the frontier" with the similar characters "Xu" and "五". More than half of the students chose the wrong choice between "anxious" and "anxious". It can be seen that the distinction between the two synonymous words "anxious" and "anxious" deserves the attention of junior high school students. The writing method of the idiom "front and back" has a very high error rate. "PU" means falling forward, but 61.2% of people are not clear about it. Question (6) requires students to choose an item that does not contain typos. The words involved are all common words in junior high schools, but the accuracy rate is only 39.8. Questions (10) to (21) require Chinese characters to be written according to their pronunciation. Except for "脄" and "榄", the filled-in Chinese characters do not exceed the range of 3,500 commonly used characters, and some of the characters are very simple, such as "jie, lip, mao, ointment, mattress". " etc. mainly test whether students can write Chinese characters in a standardized way and whether they can grasp the structure of Chinese characters. Now, the total accuracy of the 12 characters is listed in order from high to low: First, the newly learned characters in the junior high school textbooks are not well mastered, such as "脄, 唄". The main reason lies in improper understanding of word meanings and carelessness. "To be ridiculed" means to be laughed at, but many students filled it in as "idiotic laughter" which means silly laughter; some students accidentally left out the right side of "chi" with a horizontal line in the middle, and only wrote "mountain, insect"; Some students accidentally read chī as chǐ and wrote it as "scornful". Secondly, common aliases in life have a profound impact on students. For example, in the "Missing Person Notice", 62.2 students were affected by the surrounding environment and wrote it as "Missing Person Notice". Third, incorrect writing is common but no guidance is given, causing students to make unexpected mistakes in writing common words. The word "paste" in "toothpaste" is a pictophonetic character, with a high sound next to "month", but 69.4 students missed the word "口" from the "high" next to the sound; "马" is a knowing word, and the word "日" is not above "eye", but "日" 62.7 students wrote "日" above the word. "Night" cannot be just because the word "mù" means evening. When I wrote "mù", I only thought of the word "twilight" which means evening. In fact, the word "night" has a strong image. At night, the scenery seems to be covered by a big curtain. They live in the same place, so it is called nightfall.

Another example is that some characters need to pay attention to the glyph structure. "lip" has a semi-enclosed structure, but 67 students wrote it in an up-and-down structure; the right radical of "褑" also has a semi-enclosed structure, but when this radical becomes an independent character, it is written in an up-and-down structure; The upper left corner of "Xi" is not "Chen", and the upper right corner is not "Ji"; the upper right corner of "Jie" should be "Shi" instead of "Tu". (2) Students' vocabulary accumulation is poor. We extracted the following three questions about vocabulary accumulation from the test questions to briefly analyze the students' vocabulary accumulation. The questions take the form of subjective fill-in-the-blanks, and the content involves idioms and adjectives. 1. Supplementary completion of the language dragon and phoenix dance to success _____ dragon _____ eye _____ horse _____ _____ In 1994, after the first national middle school students (junior high school group) language application ability competition, Li Boring (1994) targeted the language of junior high school students at that time High opinions were expressed on the situation of word application ability. After more than ten years, is the language application ability of junior high school students satisfactory? We conducted a sample survey of eight middle schools in our local city, including municipal, county, and township schools. Each school selected a class of junior high school graduating students. As a result, the proficiency test scores of the 420 students surveyed were astonishing. People are disappointed. Our survey covers a wide range of content, including proficiency test questions covering Chinese characters, vocabulary, grammar, rhetoric, etc., which require students to complete closed-book work within 90 minutes, as well as student questionnaires and teacher questionnaires. Below, we mainly start with the survey results of some Chinese characters and vocabulary test questions, and talk about the current superficial opinions on vocabulary learning of junior high school students for the reference of Chinese educators. 1. Not very optimistic word survey results (1) The level of students' application of standardized Chinese characters is low. We extracted the following 21 small questions about the standardization of Chinese characters from the test questions to statistically analyze the situation of junior high school students mastering the standardized Chinese characters. These 21 questions take the form of objective selection and subjective fill-in-the-blank. The content involves both the shape of Chinese characters and the pronunciation of Chinese characters. 1. Objective multiple choice questions. (1) The strokes of "Zuo, Guan, Tu, Shou, Ge" are ( ) A.6 8 6 8 9 B.7 8 6 7 9 C.7 8 5 7 10 D.7 8 5 8 9 (2 ) ān () install A. press B. secure (3) shù () guard the frontier A. Xu B. Wu C. garrison D. Rong (4) anxious zào ( ) A. dry B. noisy C. noisy (5) Former pū ( ) Successor A. flutter B. servant (6) The group of the following words without typos is ( ) A. Trap, follow the rules, pick millet from the fire B. Title outline, weather copy, statue C. Rough killing, keep up the good work Inexplicable D. Utopia is like green grass, overtired (7) The correct phonetic notation of the following highlighted words is ( ) A. Proofreading (xiào) Sob (yè) Hate (wù) B. Village gangster (máng) Competent (chèn) Stubborn ( jiàng) C. Efficiency (lǜ) Cuan (cuán) Howl (háo) D. Process (chù) Bend (zhé) Windfall (hèng) (8) Among the following words, the phonetic notation of the underlined word is not completely correct () A. confirmed (záo) creeping (rǔ) decadent (tuí) B. teach (huì) drop out of school (chuò) deformed (jī) C. arrest (dǎi) drown (nì) attainment (yì) D. tarnish (diàn) raise one's head (qiáo) Beware (dī) (9) Among the following words, the word "jiao" is pronounced as "jiǎo" () (multiple choices) A. Role B. Corner C. Protagonist D. Fighter E. Angle 2. Write Chinese characters according to the pronunciation .

(10) Taste zhé ( ) to stop (11) Tongxiāo ( ) Dadan (12) Being a human being chī ( ) laughing (13) Qing jié ( ) (14) Life jié () according to (15) Ya gāo () (16) Feeling mào( ) (17) night mù() (18) mouth chún() (19) be rù () (20) Kang xī() (21) looking for people to enlighten shì() First, let’s take a look at the students’ mastery of the standard pronunciation of Chinese characters situation. Questions (7) (8) (9) mainly test students’ pronunciation of commonly used Chinese characters. These Chinese characters involve both polyphonic characters emphasized in junior high school textbooks, such as "proofreading, howling," and words that are easy to mispronounce in daily life, such as "beware, deal with." Statistics of 420 answers showed that the correct rates for these questions were 44, 14, and 22.6 respectively. (7) In question A, the lieutenant colonel (xiào) vs. the village gangster (máng) in B was obviously wrong, but 19.5 and 29.5 people chose A and B respectively. (8) The rate of wrong choices for items A, B, and C is very high. The problem lies in either failure to review the question requirements, or misunderstanding of the pronunciation of the underlined words in words such as "confirm, deformity, education, arrest, and warning". Not allowed. (9) Although the question is in a multiple-choice format, all junior high school students should know the five words in the choices. However, among the 420 students, 77.4% chose the wrong words. I am afraid it is not inconsistent with the usual misunderstandings on TV. connect. In addition, through comparative statistics, it can be concluded that the problem of standard pronunciation of Chinese characters in municipal middle schools has been solved relatively well. Secondly, let’s take a look at students’ mastery of the standard glyphs of Chinese characters. Excluding questions (7) (8) (9), the remaining 18 questions involve the number of strokes, typos and other glyph specifications. Overall, the results of the 420 students were not ideal. Questions like (1) require students to clarify the number of strokes in these characters, which tests students' mastery of the standard glyphs of commonly used Chinese characters. I'm afraid all primary school students know "Zuo, Guan, Tu, Shou, Ge", but the survey results show that there are still 114 people, that is, 27.1 people chose the wrong choice, of which 16.9 people chose B, that is, they think "convex" is 6, and "Brother" " Draw for 9. There are obvious differences in the scores between schools. The best one is the Municipal Experimental Middle School, with about 87.7 students choosing the right grade, while there is a class in urban and rural schools with only 48.9 students choosing the right grade. Questions (2) to (5) put Chinese characters in a certain word context and ask students to choose the correct word. 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 method of "installation" has been recognized by everyone, but there are still a few students who agree with "press installation", and there are still a few students who easily confuse the "戍" of "guarding the frontier" with the similar characters "Xu" and "五". More than half of the students chose the wrong choice between "anxious" and "anxious". It can be seen that the distinction between the two synonymous words "anxious" and "anxious" deserves the attention of junior high school students. The writing method of the idiom "front and back" has a very high error rate. "PU" means falling forward, but 61.2% of people are not clear about it. Question (6) requires students to choose an item that does not contain typos. The words involved are all common words in junior high schools, but the accuracy rate is only 39.8. Questions (10) to (21) require Chinese characters to be written according to their pronunciation. Except for "脄" and "榄", the filled-in Chinese characters do not exceed the range of 3,500 commonly used characters, and some of the characters are very simple, such as "jie, lip, mao, ointment, mattress". " etc. mainly test whether students can write Chinese characters in a standardized way and whether they can grasp the structure of Chinese characters. Now, the total accuracy of the 12 characters is listed in order from high to low: First, the newly learned characters in the junior high school textbooks are not well mastered, such as "脄, 唄". The main reason lies in improper understanding of word meanings and carelessness. "To be ridiculed" means to be laughed at, but many students filled it in as "idiotic laughter" which means silly laughter; some students accidentally left out the right side of "chi" with a horizontal line in the middle, and only wrote "mountain, insect"; Some students accidentally read chī as chǐ and wrote it as "scornful". Secondly, common aliases in life have a profound impact on students. For example, in the "Missing Person Notice", 62.2 students were affected by the surrounding environment and wrote it as "Missing Person Notice". Third, incorrect writing is common but no guidance is given, causing students to make unexpected mistakes in writing common words.

The word "paste" in "toothpaste" is a pictophonetic character, with a high sound next to "month", but 69.4 students missed the word "口" from the "high" next to the sound; "Mao" is a knowing word, and the word "日" is not above "eye", but "日" 62.7 students wrote "日" above the word. "Night" cannot be just because the word "mù" means evening. When I wrote "mù", I only thought of the word "twilight" which means evening. In fact, the word "night" has a strong image. At night, the scenery seems to be covered by a big curtain. They live in the same place, so it is called nightfall. Another example is that some characters need to pay attention to the glyph structure. "lip" has a semi-enclosed structure, but 67 students wrote it in an up-and-down structure; the right radical of "褑" also has a semi-enclosed structure, but when this radical becomes an independent character, it is written in an up-and-down structure; The upper left corner of "Xi" is not "Chen", and the upper right corner is not "Ji"; the upper right corner of "Jie" should be "Shi" instead of "Tu". (2) Students' vocabulary accumulation is poor. We extracted the following three questions about vocabulary accumulation from the test questions to briefly analyze the students' vocabulary accumulation. The questions take the form of subjective fill-in-the-blanks, and the content involves idioms and adjectives. 1. Supplement and complete the phrase "dragon and phoenix dance to success" _____ dragon _____ eye _____ horse _____ _____ _____ _____ dragon _____ _____ _____ horse _____ _____ _____ _____dragon _____ _____ _____ horse 2. Complete other idioms A: Zhu Bajie looks in the mirror_____________. Crabs crossing the road ______________ B: Everyone collects firewood _______________. _______________, all I owe is the east wind. 3. Complete the ABB-style words. Such as "soft (soft)" and "hot (huhu)". Shame ( ) Warm ( ) Dry ( ) Cold ( ) Sweat ( ) Questions 1-2 test students’ mastery of common idioms. The statistical results show that the total accuracy rate of the eight schools is not high, and only one question is answered correctly. The score is 21.8. If we count it as a passing score, only 67 students get a passing score or above. Only 23.4 students who got all 2 questions right are 23.4. If we count it as a passing score, only 48.1 students get a passing score or above. Many students mistakenly wrote "Zhu Bajie looks in the mirror - stinky", "Crab crosses the road - walks sideways", etc. 3 questions test students' mastery of commonly used overlapping adjectives. "Sweat (dripping), shy (tataka), dry (babble), cold (ice), warm (yang)", how simple it is, but only 21.8 of the students got it all right, but overall, this question He did better than the idiom question. After all, the students with 93.3 passed the exam. From the test results of these simple questions, we can see that students’ vocabulary accumulation is still quite poor. 2. Students’ voices that cannot be ignored During the survey, we also asked students to write down their post-exam feelings, and 402 post-examination feelings were collected. These 402 student voices on language learning are worth reading by Chinese teachers. Looking at the 402 feelings, 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 when faced with a simple language test, a very small number of students have extreme ideas. For example, one student said: "Be careful of damaging your brain by doing such a simple question." (Later statistics revealed that the student’s performance was quite poor, and even “Kangxi” was written as “Kangxi”) But after all, most students analyzed their own shortcomings deeply and expressed that they must take the study of basic Chinese knowledge seriously in the future. For example, some students said: "Although these questions are the most basic things in daily life, when you actually do them, they feel more difficult than the competition questions. This does not mean that the questions are difficult, but that you don't pay attention to them when you see them." Second, most students put forward many constructive suggestions to improve their vocabulary level. For example, learning Chinese in daily life, consolidating vocabulary while reading aloud, and focusing on writing standardized and beautiful calligraphy through calligraphy training. Many students said: “If I could accumulate more basic knowledge, I would be diligent in taking notes when encountering words I don’t understand, look up the dictionary, and review and remember them in time.

That will be very helpful when you go to the job interview in the future. "I usually only study the knowledge in the textbook and don't like reading. When studying the text, I rarely learn things like Zhu Bajie looking in the mirror." In the future, the scope of knowledge must be expanded and no longer limited to textbook knowledge. "Rural children rarely buy books, and I hope teachers will recommend or subscribe to students", etc. 3. No longer ignore the word learning of junior high school students The current situation of students' word learning is worrying, and the students' profound understanding is gratifying . How to change the situation of junior high school students’ low level of using standardized Chinese characters and poor vocabulary accumulation? The key is that Chinese language teachers should no longer ignore the vocabulary learning of junior high school students, but that junior high school Chinese teachers should effectively update their concepts and explore effective methods to guide students in Chinese language. Improve the ability to use standardized Chinese characters and enrich vocabulary during learning. In fact, many people with lofty ideals have long expressed their opinions on how Chinese teachers should update their concepts and adopt effective methods to improve students' language skills. Chinese classes are a bit different from other classes. Students have the opportunity to learn Chinese anytime and anywhere; they can learn Chinese from the billboards on the street or from the instructions provided with shopping. Li Boring (1994) also talked about not going there. Guide students to experience and learn the ever-changing and colorful language, but the harm of the "traditional reading theory teaching model" that blindly focuses on illustrated articles is the harm of the learning of language and characters advocated by Li Zhenxiang (1995). Continuously throughout primary school to high school, etc. It is just that these high opinions cannot arouse the enthusiasm of more front-line Chinese teachers, which is why our survey results are still not satisfactory more than ten years after Li Boring published his high opinions. Most of the first-line Chinese teachers get rid of the influence of the examination baton and traditional teaching methods as soon as possible, and join us in researching the topic of effectively improving students' language application ability. References: [1] Li Bor. The language application ability of middle school students. Current situation and countermeasures [J]. Application of language and characters, 1994, (4). [2] Li Zhenxiang. Current situation and countermeasures of teaching Chinese knowledge in middle schools [J]. Journal of Henan Normal University (Philosophy and Society Edition), 1995, (4). [3] Lu Shuxiang. Various issues regarding Chinese teaching in middle schools [J]. Chinese Language Learning, 1980, (1). [4] Zhuang Wenzhong. Research on language teaching in middle schools [M]. Guangdong: Guangdong Education Press, 1999. [5 ] Wang Guangzu, editor-in-chief. National Survey and Analysis of Chinese Language Teaching in Junior High Schools [M]. Shanghai: East China Normal University Press, 1990. (Chen Liping, Chinese Teaching and Research Office, Department of Grammar, Dongying Vocational College, Shandong Province) From a sample survey of junior high school students’ Chinese character standards and vocabulary accumulation Chen Liping on word learning for junior high school students