Causes of Typing Errors (Hints)

The purpose and significance of the research on the causes and countermeasures of typos in life are as follows: (1) Problems from society and middle school students' study, social life and typos have increasingly become a common concern of society and middle school teachers. The following typos in social life should be enough to arouse everyone's thinking and attention: 1. Non-standard Chinese characters in social life have become a common phenomenon and increasingly serious, and the current situation of Chinese character use is worrying. Please read the following excerpts: (65438) The lyrics are misspelled; (2) The judgment of the court of Sanjin Metropolis Daily is misspelled. (3) "Changchun Daily" even the recruitment advertisements are full of typos. (4) Zhao Yan Metropolis Daily picked out more than 500 mistakes in a book, and Langfang female teachers denounced the publishing house. (5) The columns of "Saying Words" and "Chasing Screen" are devoted to publishing related errors, but the subtitle error rate of TV programs remains high. (6) Nine-year-old babies in chongqing morning post were sent to winter vacation homework to correct more than 40 typos of city signs. Of course, we can also cite many such reports. Newspapers and magazines that report these phenomena can be said to be well-known and influential in all provinces of the country. From this point of view, typo seems to be a common phenomenon. Therefore, it is imperative to call for not writing typos, standardizing Chinese characters and purifying language: Look ——( 1)Xi Evening News to strengthen Chinese character education. (2) Hunan Daily legislates to standardize "word" and "word" (3) People's Daily should not let mistakes defile its language. What problems do these reports reflect? Yes, misspelling has become a common phenomenon, and it is becoming more and more serious, which can't help but cause us to think-why is there such a bad phenomenon? Does it have anything to do with our primary and secondary school students' learning and writing? 1. Investigation on spelling mistakes among primary and middle 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 100%, and the random numbers of three assignments in all homework are calculated by sampling. The average number of typos in each assignment is 5.2, and the error rate is 5.2%, not to mention the irregular writing. The ancients said that "a tiny difference is a thousand miles away", and Chinese characters are ideographic characters that integrate sound, form and meaning. Often a word is wrong, and the whole sentence, paragraph or even article may not be recognized. It may not only affect the future and destiny of children 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. (two) the basic requirements of school education and social harmony; Judging from the Chinese literacy education in our school, literacy is the basis for students to study again and 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, with accurate pronunciation; 2. Identify fonts; 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 rule 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. Students like Chinese characters in the practice of literacy and writing. Specifically, there are three requirements for literacy and writing in grades 7-9: "First, you can skillfully use dictionaries and dictionaries for independent reading, and you can use various word retrieval methods to accumulate 3,500 commonly used Chinese characters, of which about 3,000 can write"; Second, "on the basis of skilled use of hard pen to write block letters, learn to standardize the use of block letters and 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, the third article requires students to recognize the cultural value of Chinese characters while reading, feel the cultural background and aesthetic feeling of Chinese characters, and edify students' emotional attitude 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 Chinese characters in social life. Please see the latest report: February 2 1 is the International Mother Language Day designated by UNESCO. Nowadays, the international community is paying more and more attention to cultural diversity and mother tongue. A statistical result published by Chewing Words magazine can't help worrying about the standardized use of Chinese: in 2006, there were 28 mistakes in the use of Chinese in a TV station's Spring Festival gala, with an average of one mistake every 10 minute. 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 incomprehensible. As for signs in urban and rural areas, slogans on the walls and other Chinese characters are written irregularly everywhere! It can be seen that the phenomenon of nonstandard Chinese characters in social life interacts with the typos written by primary and secondary school students, forming a vicious circle. If we ignore the writing of Chinese characters in primary and secondary schools, especially the correction of typos, 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, they will produce new people with irregular writing, and there will be more factors that are not conducive to the standardization of the motherland's language and writing and the harmonious and healthy development of society. In the corresponding society, these irregular typos in turn have 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 even developing 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 carefully reading, listening, asking and getting to the point of students' typos, and treating both the symptoms and the root causes, can we prescribe the right medicine, learn from the past, save lives, and finally restore the healthy and standardized Chinese language form, so as to truly reduce or eliminate the spread of typos in society from the source. Among them, the "origin" and "source" are the causes of typos among primary and secondary school students. Therefore, we decided to study the causes of middle school students' typos and the corresponding countermeasures. In a word, this study has the following purposes and significance: 1. Through research, we can find out the causes of middle school students' typos, help them correct them, put an end to them, develop good writing habits, consolidate the 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 by typos to society and life, and make our society more harmonious and healthy. The main problems to be solved in this study are: 1. Find out the reasons why middle school students write typos. 2. According to the causes of typos in middle school students' writing, formulate countermeasures to correct or even eliminate typos. 3. Perfect popularization in practical application. Scope and object of research: 1. The typo "in the title" means that any writing in Chinese is inconsistent with the ideographic meaning (or the writing is not standardized), which is a typo. 2. Take typos in middle school students' study life and irregular writing in society as the research object. 3. In view of the above phenomenon, this paper discusses the causes of typos and the countermeasures for correction and prevention. The main method of research: 1, investigation: collecting phenomena and reasons; Analysis and induction: analyze and summarize the phenomena and reasons. 3. Behavioral research method: It mainly focuses on the formation of students' writing habits and teachers' teaching methods, and draws the reasons for writing errors and measures conducive to improvement. 4. Deductive method and experimental method: The obtained results have been tested in practice. The implementation steps of the research: In the preparatory stage (June-September 2007), we began to investigate the phenomenon of typos in students and social life in our school. Specific arrangement: 1. To investigate the spelling mistakes of society and middle school students, obtain first-hand information and analyze it. Person in charge: all members of the research group. Find relevant information and write a project opening report; Person in charge: Qin Li 3. Learn to mobilize, so that the members of the research team have a comprehensive understanding of the survey and learn the opening report of this survey, reach an understanding and actively participate in this activity. 3. Further investigate the typos of students' grades and classes, and form a long-term error correction system, which is convenient for follow-up investigation and research. 4. Use the holiday to summarize and classify the relevant information found. In the inquiry stage (September 2007-May 2008), the investigation of students' typos was analyzed to find out the causes of students' typos, and corresponding countermeasures and specific arrangements for correction and prevention were formulated accordingly: 1, 7, 8 and 9 grades were investigated twice every semester, 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 process of research and implementation, let students form the habit of error correction, consciously force the format of error correction, and regularly test its effectiveness. 3. Write periodic research reports by semester. No report and preliminary assessment were made this school year. (1) Inspection and promotion stage (May 2008-May 2009), in which the conclusion is tested and improved in practice, and the final report is completed and submitted for acceptance. Specific arrangement: 1, the research results in the second stage are constantly improved in concrete practice and application, and a preliminary conclusive report is formed; 2. Track the effect of investigation and promotion, and summarize the corresponding information. 3. Conduct a comprehensive analysis and evaluation, and put forward a further improvement plan; 4. Complete the closing report and submit it for acceptance; Description: 1, students cooperate with the research from beginning to end. 2. Students must have an assignment to correct typos. Specific division of labor in the implementation of this project: Project leader: Qin Li (bachelor degree, middle school teacher, head of Chinese teaching and research group) is responsible for the design and implementation guidance of the whole project. 3. Project instructor: Cai Pingsheng (Chinese teaching and research fellow of Qingtongxia Middle School); Wang Wuliang (Vice President of Teaching of Huimin Middle School in Qingtongxia City, a key teacher in wuzhong); Responsible for the necessary guidance and coordination of the project. Members of the research group: grade seven: He Ling, Ma, grade eight: Wang Yong, Ma, Ma, and grade nine: Wang, Pang Yuanheng, Ma Lirong and Yang Xiufang are responsible for the collection and arrangement of materials, and the teaching experiments in grades seven and eight respectively. Features and innovations of this study: 1. The topic of this course is neutral, which comes from teaching practice and life, with small focus and great practical significance. 2. The implementation process can be said to be a big comprehensive activity practice class. In the study, the participation and interaction between teachers and students will become a highlight of the study. 3. Cultivating students' good writing habits is conducive to students' lifelong learning. 4. Improve the increasingly serious typo in social life and make our mother tongue more standardized. Complete the feasibility analysis of the study: 1. This topic is based on teaching practice and social life, and its research is of great practical significance to teaching and social life, especially 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 qualifications, heavy professional level and advanced educational 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 promoted in the process of constantly solving problems, and the solution of any problem will play the role of "stone 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 effect of this study on improving the quality of education and teaching is:1; Short-term goal: (65,438+0) Understand the harm of typos, teachers and students pay attention to the correction of typos, and have a sense of putting an end to them. (2) Reduce the frequency of typos in error checking, cause finding and error correction, make Chinese writing more standardized, and improve the Chinese literacy of teachers and students. (3) Find out the reasons of typo writing through investigation, analysis and induction, and form corresponding research results. 2. Long-term goal: (1) Test the research results in teaching practice and form truly meaningful results. (2) Reduce and eliminate typos in the process of implementation and promotion, and standardize Chinese writing.