In the primary school learning stage, the occurrence of typos presents a normal distribution trend, that is, with the increase of grades, the literacy increases, and the typos gradually increase, reaching a peak in the middle grade, that is, the third grade, and gradually showing a downward trend in the fourth and fifth grades. Errors can be said to be "common diseases" and "difficult diseases" in Chinese learning in primary schools, which can be basically summarized into the following reasons. 1. The characteristics of Chinese characters. (1) has a complicated structure. The structure of Chinese characters is very different. Xinhua Dictionary alone has collected more than 8,000 Chinese characters, with about 1000 strokes in different structural parts. Among the 2,000 commonly used words published by the former Ministry of Education 1952, each word has an average of 1 1 painting, of which 22 1 painting is above 17; There is little difference in the shape of each character. More, less, longer, shorter, you become a different person, or not. Such as "non-end" and "sprinkling wine". (2) There are many homophones. In Mandarin, there are more than 1000 monosyllabic homophones. If tones are not counted, Chinese characters have only 465,438+08 syllables, and each syllable has an average of 733 homophones, which means that a word has many tones and a tone has many words. For example, "commemoration-year" and "achievement-career trajectory" are all caused by the same or similar sound and meaning. 2. Psychological reasons of primary school students. (1) is not accurate in perception and discrimination. The perception of primary school students is still relatively general, and there is no accurate ability to distinguish. For example, the word "thorn" is written as "thorn" because children's spatial perception, especially their left and right orientation perception, is not perfect, and they often write the word backwards. (2) Pay attention to instability and carelessness. Students' attention is still unstable, and they are often easily attracted by external factors unrelated to their studies, resulting in typos, but most of these typos can be found and corrected by themselves under the condition of paying attention to inspection. (3) unclear memory and specious imagination. Because of the separation of sound and shape of Chinese characters, sometimes students can read the sound, but can't remember the shape clearly, so some students make specious analogies, resulting in mistakes, such as "stupid" in the word "flat"; As a result, the word "apple" is misspelled as "flat fruit", which often appears in disyllabic words. (4) the fixed influence of thinking. Stereotype, also known as psychological orientation, is the state of preparation for people's psychological activities. One of the manifestations in the process of literacy is that the font of the previous word affects the next word. For example: criticism-criticism, glasses-eyes are unexpected. This situation also appears in disyllabic words. The second performance is that the words learned first affect the words learned later. "General" was influenced by "ship" and was written as "one ship". Mr. Fei Jinghu once collected 5 pieces of primary school students' diaries, compositions and homework 18345, and found out typos and other words. After statistical processing, he found that there were 20 typos that appeared more than 50 times, such as "step, truth, reading, sleeping and lying". There are 15 words that have been repeated more than 40 times, such as "Duo-Du, Zheng-Zhen, Zheng-Zhi, Zai-Zai, Yi-Ji, You-You, Mi-Mi and Jin-Ling". Above, we have made a simple analysis of the reasons for the formation of typos in primary school students. Below, we will point out several specific methods to solve the typo of primary school students. The purpose of analyzing typos is to "nip in the bud", and the focus should be on prevention, which is more important than correction. So, how to prevent students from writing less or not writing typos? Let's talk about several methods according to our own teaching practice. 1. Remember the font according to the phonetic features. Some words are similar and confusing, but we can distinguish them by initials and finals. For example, "Today-Ling" is easy to be confused, but as long as the initial is "L", it can often be written as "Ling". For example, Zhong, Ling and Xi, then the rest are written as "today", such as "chanting Buddha, reading, greed" and so on. Other words can be identified by vowels, such as "Piao Cave". The vowel is "ɑo", which should be written as "ladle", such as "rice, dance and deep water", and the rest can only be written as "holes", such as "flame and depression". 2. Use the laws of pictophonetic characters to remember glyphs. The pictophonetic characters in Chinese characters are composed of pictophonetic characters and phonetic characters, while pictophonetic characters and phonetic characters are mostly existing words. If children know the rules of word formation of Chinese characters and teachers teach them the relevant rules of pictophonetic characters, the number of other characters will be greatly reduced. For example, the difference between the word "urgency" and the word "dryness" is that the word "urgency" is next to the word "foot", and people often stamp their feet when they are anxious, while the word "dryness" is next to the word "fire", of course, let them do it. For another example, if you can say the standard meaning and understand the interpretation of some words, mistakes will be reduced. For example, "English" and "Ying" are often confused. We must make it clear that all words with "two points of water" as the radical are mostly related to ice, such as "freezing, cold and freezing". 3. Use your imagination to remember glyphs. Children's imagination is rich, a circle, they can think of it as a mouth, a cake, a ball, or even a hoop pushed by a boy's hand. Therefore, according to children's perceptual characteristics of Chinese characters, for places prone to errors, such as points, forks and hooks in relatively hidden parts, children can reasonably imagine them in addition to marking them with colored pens, so as to turn such hidden weak components into strong stimuli. For example, what does the "dot" in the word "bird" look like? Some children say it's like a bug eaten in their stomachs, some say it's like a woodpecker's beak, and some say it's like a woodpecker's heart. Another example is the word "milk". Some children say that "cross hook" is like grandma's "hunchback" and "skimming" is like a crutch she is leaning on. Sometimes, we can make up jingles according to the composition of Chinese characters, such as "letter". A student said, "Mom is a shop assistant. Standing for ten hours every day is really hard. " In this way, he won't write "bitterness" as "fortunately suffering"; Another example is the word "province". A student said, "You can save a lot of money by going to the store and looking less with your eyes." It is not only lively and interesting, but also reduces the psychological activity process of children remembering new words, which children can remember firmly and even never forget. 4. Use spiral review method. Children in the lower grades of primary school still lack fine analytical skills, and short-term memory is dominant. In order to reduce typos,