The influence of typos in life

research on the causes and countermeasures of typo in life

the purpose and significance of the research:

(1) problems from society and middle school students

typo in social life and middle school teachers has increasingly become a common concern of society and middle school teachers. The following typo phenomena in social life should be enough to arouse everyone's thinking and attention:

1. Irregular Chinese characters in social life have become a common phenomenon and become increasingly serious. The lyrics are misspelled

(2) The court judgment of Sanjin Metropolis Daily is misspelled.

(3) Changchun Daily is full of typos even in its advertisements for enrollment.

(4) yanzhao metropolis daily picked out more than 5 mistakes in a book, and the Langfang female teacher angered the publishing house.

(5) The column of "Talking about Words" and "Chasing the Screen" is devoted to publishing related errors, but the subtitle error rate of TV programs remains high.

(6) chongqing morning post's 9-year-old baby handed over to winter vacation homework to correct typos in more than 4 city signs.

Of course, we can cite many such reports, and the newspapers and magazines that report these phenomena can be said to be well-known and influential all over the country and provinces. Thus, the typo phenomenon seems to have become a common phenomenon. Therefore, it has become a current topic to call for not writing typos, standardizing Chinese characters and purifying language: Please see-

(1) Xi 'an Evening News is strengthened.

(2) Hunan Daily legislates to standardize "word" and "words"

(3) People's Daily should not let mistakes defile its language.

what problem do these reports reflect? Yes, misspelling has become a common phenomenon and has an increasingly serious trend, which can't help but arouse our thinking-why is there such a bad phenomenon? Does it have anything to do with the study and writing of our primary and secondary school students?

1. Investigation on the phenomenon of misspelling among primary and secondary school students. We made a survey on the classroom assignments of two classes in eight classes in grade seven. The survey results show that 97 students in two classes have typos in their homework, that is, the error rate is 1%, and the random three assignments in all homework are counted by sampling. The average number of typos in each homework is 5.2, and the error rate is 5.2%, which is not to mention the irregular writing. The ancients said that "a tiny difference makes a thousand miles of mistakes", and Chinese characters are ideographic characters with the integration of sound, form and meaning. Often, if one word is wrong, it is possible that the whole sentence, paragraph and even the whole article will be unrecognizable. It may not only affect children's future and destiny because of typos, but also affect the harmonious development of life and society. It is reported that in recent years, all kinds of disputes caused by typos are on the rise.

(2) the basic requirements of school education and social harmony;

From the perspective of Chinese literacy education in our school, literacy is the basis for students to study again, which is the most basic tool for students' lifelong learning and development. As middle school students, it is their duty to learn and master it. The requirements of the new curriculum standard for the words that should be "learned" in literacy are: 1. Correct pronunciation; 2, recognize the font; 3. Understand the meaning of words in the language environment; 4. Write correctly. It is also pointed out that through the teaching of these characters, we can master the basic strokes and common radicals of Chinese characters, write with a hard pen according to the rules of stroke order, pay attention to the shelf structure, write in a standardized, correct and neat way, and initially feel the physical beauty of Chinese characters. In the practice of literacy and writing, students like Chinese characters. Specifically, there are three requirements for literacy and writing in grades 7-9: "First, they can skillfully use dictionaries and dictionaries to read independently, and they can use a variety of word detection methods to accumulate 3,5 commonly used Chinese characters, of which about 3, can write"; Second, "on the basis of skillfully writing block letters with hard pen, learn to standardize and use block letters to improve the writing speed"; The third is to "copy the famous calligraphy and experience the aesthetic value of calligraphy." Obviously, this is a higher requirement for middle school students to write Chinese characters on the basis of primary school literacy and writing, which is not only correct, but also beautiful. In particular, Article 3 requires students to recognize the cultural value of square characters while reading them, and feel the cultural background and aesthetic feeling of square characters, so that students can be edified in their emotional attitudes and values.

However, the phenomenon of middle school students' typos is on the rise, which runs counter to the requirements of new curriculum standards, the purpose of education and the ever-developing social needs. What does this phenomenon cause us to think? What is the internal relationship between it and the increasingly serious phenomenon of nonstandard Chinese characters in social life?

(3) the relationship between middle school students' typos and the nonstandard phenomenon of Chinese characters in social life. Please look at the latest report: February 21st is the "International Mother Language Day" designated by UNESCO. Today, with the increasing emphasis on cultural diversity and mother tongue in the international community, a statistical result published by Chewing on Words magazine can not but make people worry about the standardized use of Chinese: in 26, there were 28 mistakes in the use of Chinese at a TV station's Spring Festival party, with an average of one mistake every 1 minutes. Coincidentally, just two weeks ago, the typos in the subtitles of the American environmental education blockbuster "The Day After Tomorrow" broadcast by our school were simply impossible to read. As for signs in urban and rural areas, slogans on walls and other Chinese characters are written irregularly everywhere! It can be seen that the phenomenon of nonstandard Chinese characters in social life and the mispronounced characters written by primary and secondary school students interact with each other, thus forming a vicious circle. If Chinese writing in primary and secondary schools is neglected, especially the correction of typos in Chinese writing, it will make primary and secondary school students form bad study habits in the standardization of Chinese characters. Once these students and these habits enter the society, new people with irregular writing will be created, and there will be more factors that are not conducive to the standardization of the motherland's language and characters and the harmonious and healthy development of society. In the corresponding society, these irregular typos have in turn had a strong negative impact on all aspects of primary and secondary school teachers and students' learning, thus affecting the formation of correct Chinese writing habits and writing consciousness in primary and secondary schools, especially not conducive to the formation and improvement of middle school students' Chinese literacy and humanistic literacy, and will even develop into a serious social problem. This cannot but arouse our great attention. How can we effectively correct and prevent middle school students from writing typos?

(4) Our thinking: Only by earnestly looking, smelling, asking and incising the increasingly serious phenomenon of middle school students' handwriting, treating both the symptoms and root causes, can we prescribe the right medicine, learn from the past and save lives, and finally restore the Chinese language to a healthy and standardized form, and can we really reduce or eliminate the spread of typos in society from the source. The "origin" and "source" of this is the cause of the typo of primary and secondary school students. Therefore, we decided to take the cause of the typo of middle school students and the corresponding countermeasures as the research topic.

In short, this study has the following purposes and significance:

1. Find out the causes of middle school students' writing typos through research to help them correct typos, put an end to typos, develop good writing habits, lay a solid Chinese foundation and improve their Chinese literacy.

2. Take good school education as the source, fundamentally reduce and eliminate typos, and make our mother tongue more standardized and pure.

3. Reduce and eliminate the disharmony brought to society and life by typos, so as to make our society more harmonious and healthy.

The main problems to be solved in this research are as follows:

1. Find out the causes of middle school students' typos.

2. According to the causes of middle school students' writing typos, formulate countermeasures to correct and even eliminate typos.

3. Perfect popularization in practice.

The scope and object of the research:

1. The typo in the research refers to that anyone whose writing is inconsistent with the ideographic meaning (or whose writing is not standardized) is a typo.

2. The phenomenon of typos in middle school students' study life and the phenomenon of irregular writing in society are the research objects.

3. In view of the above phenomenon, explore the causes of misspelling and the countermeasures for correction and prevention.

main methods of research:

1. investigation: collecting phenomena and causes

2. analysis and induction: analyzing and summarizing phenomena and causes.

3. Behavior research method: It mainly focuses on the formation of students' writing habits and teachers' teaching methods, and obtains the causes of writing errors and measures beneficial to improvement.

4. deductive method and experimental method: the obtained results are tested in practice.

Implementation steps of the research:

In the preparation stage (June-September 27), we began to investigate the phenomenon of writing typos in our school students and social life.

Specific arrangements:

1. Investigate the situation of misspelling in society and middle school students, get first-hand information and analyze it. Person in charge: all members of the research group

2. Search for relevant information and write the opening report of the project; Person in charge: Li Qin

3. Learn to mobilize, so that the members of the research group can have a comprehensive understanding of the investigation and learn the opening report of this research, reach an understanding and actively participate in this activity.

3. Further follow-up investigation on students' typos in their grade classes will form a long-term error correction system, which is convenient for follow-up investigation and research.

4. Make use of the holiday to summarize the relevant information and make a preliminary classification.

In the inquiry stage (September, 27-May, 28), the investigation of students' typos was analyzed, and the causes of students' typos were obtained, and the corresponding countermeasures for correction and prevention were worked out.

Specific arrangements:

1. The investigation of typos was conducted twice every semester in grades 7, 8 and 9, and the data were summarized and analyzed;

2. Analyze the data from two aspects: students' writing and Chinese teaching, and make detailed records;

3. In the whole research implementation process, let students form the habit of correcting mistakes, consciously and compulsorily stipulate the format of correction, and regularly test its effectiveness.

3. Write phased research reports by semester. No report and preliminary evaluation were made during the school year.

(1) In the inspection and promotion stage (May 28-May 29), the conclusions obtained were tested and improved in practice, and the final report was completed and submitted for acceptance.

Specific arrangements:

1. The research results in the second stage are constantly improved in concrete practice and form a preliminary conclusive report;

2. Track the actual effect of investigation and promotion, and summarize the corresponding data.

3. Make an overall analysis and evaluation, and put forward a further perfect scheme;

4. Complete the closing report and submit it for acceptance;

Description:

1. Students will cooperate with the research from beginning to end.

2. Students must have a typo correction book.

The specific division of labor in the implementation of this project:

Project leader:

Li Qin (bachelor degree, first-class middle school teacher, Chinese teaching and research leader) is responsible for the design and implementation guidance of the whole project.

3. Instructor of the project:

Cai Pingsheng (a Chinese teaching researcher in Qingtongxia Middle School);

Wang Wuliang (vice president of teaching of Huimin Middle School in Qingtongxia City, and a key teacher in Wuzhong City);

responsible for the necessary guidance and coordination of the project.

3 members of the research group:

Seventh grade group: He Ling, Yang Xiaoping, Wu Yongxiang, Ma Pingtao

Eighth grade group: Wang Yong, Ma Guoyuan, Ma Fengqin

Ninth grade group: Wang Zirong, Su Hong, Pang Yuanheng, Ma Lirong, Yang Xiufang

Responsible for data collection and arrangement, and teaching experiments in seventh and eighth grades respectively.

The characteristics and innovations of this research:

1. The topic of this course is neutral from teaching practice and life, with a small focus and great practical significance.

2. The implementation process can be said to be a big comprehensive activity practice class. In the research, the participation and interaction of teachers and students will become a highlight of the research.

3. Develop good writing habits for students, which is conducive to students' lifelong learning.

4. Improve the increasingly serious phenomenon of typos in social life and make our mother tongue more standardized.

Feasibility analysis of completing the research:

1. This topic is based on teaching practice and social life, and its research has important practical significance to teaching and social life, especially in teaching.

2. The members of the research group agree that it has research value and high research enthusiasm. And they are all professional counterparts with high academic level, heavy professional level and advanced education and teaching concepts.

3. The Huimin Middle School in Qingtongxia City, where we are located, is the "educational and scientific research base school" in this city. The school itself has a strong teaching and research atmosphere, which is strongly advocated and supported by the school.

4. Curriculum reform is advanced in the process of constantly solving problems, and the results of solving any problem will play the role of "stones from other mountains". Our school is a "distance education model school" designated by the district and city, and the sharing of network resources provides theoretical support and technical guarantee for the research of this topic.

The expected effects of this research on improving the quality of education and teaching are as follows:

1. Short-term goals: (1) Understand the harm of typos, and teachers and students pay attention to the correction of typos, resulting in a sense of putting an end to them. (2) Reduce the frequency of typos in error checking, cause finding and error correction, so as to make Chinese writing more standardized and improve the Chinese literacy of teachers and students. (3) Identify the causes of typo writing in the investigation, analysis and induction, and form corresponding research results.

2. Long-term goal: (1) Test the research results in teaching practice to form truly meaningful results. (2) To reduce and eliminate typos and standardize Chinese writing in the process of implementation and promotion.