How to Make Minority Students Read Chinese Characters Correctly

Every nation's language and writing have their own characteristics. For example, Chinese characters are hieroglyphs with many words and strokes. If we only rely on mechanical memory, we can only get twice the result with half the effort. How to get twice the result with half the effort with good methods? We should use appropriate skills, pay attention to the combination characteristics of each word, compare the words we have learned before with the new words, and write them down through associative memory, so it will be easy, and we will never forget them. Minority pupils can expand from the combination of one word to the combination of several words, which can not only deepen their impressions, but also facilitate their memory. 90% of Chinese characters are composed of several characters. In order to make it easier to remember, you can also remember Chinese characters in mandarin. For example, the jingle of the word "sit" is: workers sit in a row on a pile of mountains. The jingle is catchy and easy to recite, and it is easier for primary school students to understand and recite.

Besides mastering and understanding some Chinese characters, we should also understand the meaning of each compound word. Although minority pupils have mastered some Chinese characters, they don't understand their contents. For example, the combination of smile and ability, smile: refers to the emotional experience, is the result of inner satisfaction, it is reflected in people's appearance. "Rong" refers to appearance, a person's expression. In this way, a smile is a person's expression. By analogy, through the combination of multiple words, we can grasp and understand the meaning of more words.

There is also a China idiom that can express a complete meaning. Idioms are combinations of several words. Most of the most common idioms consist of four words. To understand and translate idioms, minority pupils understand and analyze them word by word, so idioms become another meaning. For example, if you have a plan in your heart, if you understand it word for word, it will become "a plan in your heart", but it has nothing to do with the original intention. This idiom means: know something and know what measures to take. "Carving a boat for a sword" is understood by some students as carving words on a boat and then asking the boat for a sword. However, it is used to describe some stubborn people who don't know how to change. Therefore, when guiding primary school students to learn idioms, they cannot understand them word by word. Some idioms come from fables or allusions, such as alarmism and pot calling the kettle black. Storytelling is also helpful to understand idioms, and primary school students like listening to stories very much, so they can better understand idioms.

When ethnic minority pupils translate sentences, they usually translate sentences according to the word order of their mother tongue, which inevitably leads to grammatical errors. The collocation of subject, predicate and object in Chinese is very different from that in mother tongue. Minority pupils often say "I went to school", and anyone who has lived in Xinjiang can understand what it means, because the verbs in Kazakh and Uygur are placed at the end of the sentence, while the verbs in Chinese are placed before the object. There are still some sentences that cannot be translated directly. If translated directly word for word, the word is either unsatisfactory or a funny sentence. For example, wool comes from sheep, which is another expression in Kazakh. If translated into Chinese literally, it means "frying your own meat with sheep", which sounds puzzling. And translating "playing the piano to the cow" into Kazakh is "singing to the cow", and so on. This literal translation is not only a grammatical error, but also a joke. Minority primary school students basically use their own word order to translate Chinese. If we want to correct these mistakes, we must let them read more Chinese books and master Chinese word order, which is of great help to translation and learning.

There are many strokes in Chinese characters, which is troublesome to write. Minority pupils don't pay attention to the order of strokes, as long as they can write the words correctly. This font is not neat and slow. In view of this situation, in the process of copying Chinese characters, pay attention to the structure and stroke order of each stroke, and remember the stroke order, such as: first horizontal, then vertical, first left, then down, first inside, then outside, first getting on the bus and then walking. After a long time, you will form a good habit.

Chinese reading is very important. It is common for primary school students to write Chinese characters neatly, but when they speak, they stammer, unable to express their meaning and speak in the same tone. How to distinguish the tones of Chinese is another major difficulty for minority students. Judging from my years of teaching, this is a common problem of primary school students, such as writing without reading, or mispronunciation, which hinders the exchange of ideas and will lose interest in learning languages after a long time. Read more in class, listen more after class, speak more and watch more, and form the pronunciation of this word in your mind. Through the above methods, we can gradually overcome the problems that we only know but can't say. In the application of quantifiers, minority pupils are also full of mistakes, but in Kazakh and Uygur, a certain number can represent the number of things. In Chinese, quantifiers must be placed before people, animals or things, and different quantifiers are used for different objects. For example, a person, a horse, a cow, a thing, in which "a horse, a head, a piece" is a quantifier to indicate the number of things. A horse can't be called a horse, and a man can't be called an adult. In Kazakh and Uygur languages, only the combination of numbers and nouns can fully express the quantity of things. For example, it is enough to add a certain number in front of a person, so minority pupils often forget the existence of quantifiers when translating, and only add numbers in front of nouns, such as "a person" translated into "a person" and "a horse" translated into "a horse". Because of the habits of minority languages, learning another language is affected. What kind of quantifiers are used before nouns and the methods of mechanical memory and associative memory can correctly grasp the usage of quantifiers and reduce grammatical errors.

In addition, in class, we should not only let primary school students read more, understand the meaning, read more and write more, but also adopt the method of homework. For example, it is very helpful to write down one's views on one thing and the description of natural scenery in Chinese, keep a diary in Chinese every day and read after class.