Research on Typos in Daily Life

The purpose and significance of the study on the causes and countermeasures of typos in life: (1) Problems from society and middle school students’ learning Social life and the phenomenon of typos among middle school students have increasingly become a common concern for society and middle school teachers. Problems, the following typographical phenomena in social life should be enough to arouse the thinking and attention of each of us: 1. Irregular Chinese characters in social life have become a common phenomenon and are becoming increasingly serious. The current situation of the use of Chinese characters is worrying. Please see the following excerpts: ( 1) "Dongsen Daily": There are many typos in the lyrics of Wang Leehom's album "One Man Becomes an Official!" (2) "Sanjin Metropolis Daily" court judgment contains many typos. (3) "Changchun Daily" even has typos in its enrollment advertisement. (4) "Yanzhao Metropolis Daily" found more than 500 errors in a book, and a female teacher from Langfang sued the publisher angrily. (5) The "Chasing the Screen" column of "Zhiwenqiaozi" specializes in publishing related errors, but the error rate of TV program subtitles remains high. (6) "Chongqing Morning News" 9-year-old boy gave special winter vacation homework to correct typos on more than 40 city signs. Of course, we can also cite many such reports, and the newspapers and magazines that reported the above phenomena can be said to be very famous and influential in the country and provinces. It can be seen that the phenomenon of typos has become a common phenomenon. , therefore, calling for no typos, standardizing Chinese characters, and purifying language have become a current topic: Please see - (1) "Xi'an Evening News" It is urgent to strengthen Chinese character education. (2) "Hunan Daily" legislates "words" and "words" (3) "People's Daily" should not let mistakes taint the language. What problem do these reports reflect? Yes, typos have become a common phenomenon and are becoming more and more serious. It cannot help but lead us to think-why does such an undesirable phenomenon occur? Does it have anything to do with the learning and writing of our primary and secondary school students? 1. Investigation on the phenomenon of typos written by primary and middle school students. We conducted a survey on classroom assignments in two of the eight seventh-grade classes. The results of the survey are: There are typos in the homework of 97 people in both classes, that is, the error rate is 100%. A sample count of any three assignments in all the homework was carried out. The average number of typos per assignment per book was 5.2. , the typo rate is 5.2%, which does not include irregular writing. The ancients said that "a slight difference can lead to a mistake of a thousand miles", and Chinese characters are ideographic characters that integrate sound, shape, and meaning. Often, if one word is wrong, the entire sentence, paragraph, or even the entire article may become unrecognizable and difficult to read. Typos may not only affect the future and destiny of children, but may also affect the harmonious development of life and society. According to reports, various disputes caused by typos have been on the rise in recent years. (2) Basic requirements for school education and social harmony; from the perspective of Chinese literacy education in our school, literacy is the basis for students to learn again. This is the most basic tool for students’ lifelong learning and lifelong development. As middle school students, they have the unshirkable responsibility to learn and Master it. The new curriculum standards require that characters that should be "learned" in literacy are: 1. Read the pronunciation of the characters accurately; 2. Recognize the glyphs; 3. Understand the meaning of the words in the language environment; 4. Write correctly. He also pointed out: Through the teaching of these characters, students can master the basic strokes and commonly used radicals of Chinese characters, be able to write with a hard pen according to the stroke order rules, pay attention to the frame structure, write in a standard, correct and neat way, and initially feel the physical beauty of Chinese characters. In order to make students like Chinese characters through the practice of literacy and writing, there are three requirements for literacy and writing in grades 7-9: First, "be able to skillfully use dictionaries and dictionaries to read independently, be able to use a variety of word-checking methods, and accumulate knowledge There are 3,500 commonly used Chinese characters, of which about 3,000 can be written"; the second is "on the basis of using a hard pen to write regular script characters skillfully, learn the standard and popular regular script characters, and improve the writing speed"; the third is "copy the calligraphy of famous artists and experience The aesthetic value of calligraphy. Obviously, this puts forward higher requirements for middle school students to write Chinese characters on the basis of primary school literacy and writing. It is not only correct, but also beautiful. Especially the third article requires students to read and spell square characters at the same time. , we must recognize the cultural value of square characters, feel the cultural heritage and beauty of square characters, so that students can be nurtured in terms of emotional attitudes and values. However, the phenomenon of typos among middle school students is on the rise, which is in line with the requirements of the new curriculum standards, the purpose of education, and the continuous development. are contrary to the needs of society.

What thoughts does this phenomenon cause us to think about? What is its internal connection with the increasingly serious phenomenon of irregular Chinese characters in social life? (3) The relationship between typos in middle school students’ writing and irregularities in Chinese characters in social life. Please take a look at the latest report below: February 21st is the “International Mother Language Day” designated by UNESCO. Today, when the international community is increasingly emphasizing cultural diversity and focusing on mother tongues, a statistical result published by the magazine "Yiwenqiazi" cannot help but make people worry about the standardized use of Chinese: In the 2006 Spring Festival Gala of a certain TV station, there were 28 errors in the use of Chinese. , an error occurs on average every 10 minutes. Coincidentally, just two weeks ago, the subtitles on the disc of the American environmental education film "The Day After Tomorrow" played in our school had typos that made it impossible to read. As for signs and slogans on walls in urban and rural areas, irregular writing of Chinese characters abounds! It can be seen that the phenomenon of irregular Chinese characters in social life and typos written by primary and secondary school students interact with each other to form a vicious circle. If Chinese character writing in primary and secondary schools is neglected, especially the correction of typos in Chinese character writing, primary and secondary school students will form bad learning habits in the standardization of Chinese characters. Once these students and these habits enter the society, There will be new groups of people with irregular writing, and there will be more factors that are not conducive to the standardization of the motherland's spoken and written language and the harmonious and healthy development of society. Correspondingly, these irregular typography phenomena in society have a strong negative impact on all aspects of learning of primary and secondary school teachers and students, thus affecting the formation of correct Chinese character writing habits and writing awareness in primary and secondary schools, especially inappropriate It is beneficial to the formation and improvement of middle school students' Chinese literacy and humanistic literacy, and may even develop into a serious social problem. This cannot but arouse our great attention. How can we effectively correct and prevent middle school students' writing typos? (4) Our thinking: To deal with the increasingly serious problem of typos in middle school students’ writing, only by observing, hearing, asking and understanding, treating both the symptoms and the root causes, can we prescribe the right medicine, learn from past mistakes and avoid future ones, treat the disease and save people, and ultimately restore the Chinese language to a healthy and standardized form. , Only then can we truly reduce or eliminate the spread of typos in society from the source. The "base" and "source" of this are the causes of typos in primary and middle school students' writing. For this reason, we decided to take the causes and corresponding countermeasures of typos in middle school students' writing as a research topic. In short, this research has the following purposes and significance: 1. Through research, find out the causes of typos in middle school students' writing to help them correct typos, eliminate typos in writing, develop good writing habits, lay a solid Chinese foundation, and improve their writing skills. Chinese literacy. 2. Use school education as the source, fundamentally reduce and eliminate typos in writing, and make our mother tongue more standardized and purified. 3. Reduce and eliminate the disharmony caused by typographical writing to society and life, so that our society will be more harmonious and healthy. The main problems solved by this research are: 1. Find out the causes of typos in middle school students’ writing. 2. Based on the causes of typos in middle school students’ writing, develop strategies to correct or even eliminate typos. 3. Improve promotion in practical application. The scope and objects involved in the project research: 1. "Typos in the project" refers to typos that do not match the meaning (or are written irregularly) in the use of Chinese language. 2. Typos that appear in the study and life of middle school students The main research object is the phenomenon of irregular writing in society. 3. The main methods of research are to explore the causes of writing typos and the countermeasures to correct and prevent them: 1. Survey method: collect the phenomena and causes. 2. Analytical and inductive methods: analyze and summarize phenomena and causes. 3. Behavioral research method: mainly follow up and explore the formation of students' writing habits and teachers' teaching methods to find out the causes and benefits of writing errors. Measures for improvement. 4. Deduction method and experimental method: apply and test the results obtained in practice. Research implementation steps: In the preparation stage (June-September 2007), we started to conduct research on the phenomenon of typographical errors among students in our school and in social life. Investigation. Specific arrangements: 1. Conduct a targeted investigation on the situation of typos in society and middle school students, obtain first-hand information, and conduct analysis.

Person in charge: All members of the research team 2. Search for relevant information and write the proposal report of the project; Person in charge: Li Qin 3. Study mobilization to allow members of the research team to fully understand the investigation situation and study the proposal report of this project research , achieve political awareness and actively participate in this activity. 3. Further follow up and investigate the typos of students in their grade classes to form a long-term error correction system to facilitate follow-up investigation and research. 4. Use the holidays to summarize and summarize the relevant information collected and make preliminary classifications. In the research phase (September 2007 - May 2008), the follow-up investigation of students' writing typos was analyzed to find out the causes of students' writing typos, and corresponding corrective and preventive countermeasures were formulated based on this. Specific arrangements: 1. Divided into seven. The eighth and ninth graders will conduct a survey and data summary analysis on the writing situation of typos twice every semester; 2. Analyze and study the data from the aspects of student writing and Chinese teaching, and make detailed records; 3. During the entire research implementation process , let students develop the habit of correcting mistakes, consciously enforce the format of correction, and regularly test its effectiveness. 3. Write phased research reports in semesters. and no debriefing and preliminary evaluation were conducted during the school year. (1) In the inspection and promotion stage (May 2008-May 2009), the conclusions obtained are tested and improved in practical applications, and the final report is completed and submitted for acceptance. Specific arrangements: 1. Continuously improve the research results in the second phase in specific practical applications, and form a preliminary conclusive report; 2. Follow up the effectiveness of the investigation and promotion, and summarize the corresponding data. 3. Conduct an overall analysis and evaluation, and propose further improvement plans; 4. Complete the final report and submit it for acceptance; Notes: 1. Students will cooperate with the project research from beginning to end. 2. Students must have a correction book for typos in homework assignments. The specific division of labor in the implementation process of this project: Project leader: Li Qin (bachelor's degree, first-level middle school teacher, Chinese teaching and research team leader) is responsible for the design and implementation guidance of the entire project. 3. Project instructors: Cai Pingsheng (Chinese teaching researcher at Qingtongxia Middle School); Wang Wuliang (Vice Principal of Teaching at Qingtongxia Hui Middle School, Wuzhong Municipal Key Teacher); responsible for providing necessary guidance and coordination for the project. 3 Research team members: 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, and Yang Xiufang are responsible for the collection and organization of data, and are responsible for the teaching experiments of seventh and eighth grade respectively. . The characteristics and innovations of this research topic: 1. This topic is based on teaching reality and life, with a small focus and great practical significance. 2. The implementation process can be said to be a large comprehensive activity practice class. The simultaneous participation and interaction of teachers and students in the research will become a highlight of the research. 3. Develop good writing habits for students, which is beneficial to students’ lifelong learning. 4. Improve the increasingly serious phenomenon of typos in social life and make our mother tongue increasingly standardized. Feasibility analysis of completing the project research: 1. This project is based on teaching practice and social life. Its research has important practical significance for teaching and social life, especially in teaching, it is an urgent problem to be solved. 2. The members of the research team unanimously believe that it has research value and are highly motivated to do research. And they are all professional counterparts with higher academic levels, profound professional standards and relatively advanced education and teaching concepts. 3. The Qingtongxia Hui Middle School where we are located is the city’s “education and research base school”. The school itself has a strong teaching and research atmosphere, which the school strongly advocates and supports. 4. Curriculum reform is promoted in depth through continuous problem solving. The results of solving any problem will serve as a "stone from other mountains". Our school is a "distance education model school" designated by the district and city. 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: 1. Short-term goals: (1) Understand the harm of typos, teachers and students should pay attention to the correction of typos, and create awareness of their elimination. (2) Reduce the frequency of typos in error checking, root cause finding, and error correction, make Chinese character writing more standardized, and improve the Chinese literacy of teachers and students. (3) Identify the causes of typos during investigation, analysis, and induction, and form corresponding research results. 2. Long-term goals: (1) Test the research results in teaching practice to form results with real promotion significance. (2) Reduce and eliminate typos and standardize Chinese writing during implementation and promotion.