Simplified Chinese characters are subject to the simplified Chinese characters included in the Summary of Simplified Chinese Characters, which was re-published by the State Council 1986+00 in June. The traditional Chinese characters in the summary of simplified characters are nonstandard characters, which are generally stopped in public places. Such as "book" is the traditional Chinese character of "book", "pen" is the traditional Chinese character of "pen", "light" is the traditional Chinese character of "light" and "wan" is the traditional Chinese character of "wan", etc., which are no longer used (except for reprinting and publishing ancient books, cultural relics and calligraphy works).
The orthography is based on the words selected from the First List of Variant Characters issued by the Ministry of Culture and the China Language and Character Reform Commission 1955 (the list has been adjusted many times since its publication, and 28 obsolete variant characters have been restored, namely Osaka, Tudun, Ye, Yi, Pei, Qiu, Yu and Yu. Therefore, the number of variants actually eliminated is 1027), and the corresponding variants are no longer used. For example, "Lin" is a variant of "bed" and "desire" is a variant of "desire", etc., which are no longer used.
Inherited characters refer to characters that have been handed down from history and have been used to this day, and have not been simplified or need to be simplified. Such as: man, knife, earth, big, small, mountain, Sichuan, king, field, sun, moon and so on.
Standardizing Chinese fonts shall be based on the List of Modern Chinese Common Characters jointly issued by the State Language Commission and the Press and Publication Administration 1988. In contrast, the old glyphs are not standardized and are no longer used. For example, "stork" is an old glyph of "silence", and so on, which can no longer be used.
In addition to the above-mentioned Summary of Simplified Characters, the First List of Variant Characters, and the List of Modern Chinese Common Characters, there are also the List of Unified Characters for the Names of Some Units of Measurement (published by China Language Reform Commission and National Bureau of Standards and Metrology 1977), and the pronunciation check list of Putonghua words with different pronunciations (based on the National Language Commission, the State Education Commission, and the radio). Issued by the State Education Commission 1988) and Basic Set of Chinese Character Coded Character Sets for Information Interchange (promulgated by the National Bureau of Standards and implemented in May 198 1). In addition, from March 30th, 1955 to August 29th, 1964, with the approval of the State Council, the uncommon words in 35 place names above the county level were changed nine times, with a total of 37 names and 34 words. This is also a basis for the standardization of Chinese characters at present.
To learn standardized Chinese characters, you must master the above list. For readers to have a comprehensive understanding of the above-mentioned word list, please refer to the book "Handbook of Language Standardization" (revised edition, 1993 edition) published by Language Publishing House.
A summary of the research on the small topic of "standardizing Chinese character writing and improving learning ability"
Yang Xiying, a primary school affiliated to tianshui normal university, Gansu Province.
This semester, as a second-grade Chinese teacher, I undertook the sub-topic "How to guide students to standardize Chinese writing and improve their learning ability" in the topic "Standardizing Chinese writing and improving their learning ability" issued by the State Language Committee. Because I am also participating in the online teaching and research of subject teaching experts in Gansu Province, I have also done a lot of work, which is summarized as follows:
First, investigate the current situation and find out the details.
In teaching, we should master the methods, steps and measures to guide students to write Chinese characters in a standardized way and improve their learning ability. As experimenters, we must understand the current situation of students' writing and teachers' teaching. Therefore, I investigated and analyzed the students in my class around the teaching of literacy and writing, and found that there are some problems in students' writing, as follows: 1, and the writing posture is incorrect. Wry-headed writing; Write with your chest close to this table; Write with your legs crossed; Wriggle to write; One leg presses the other leg to write; Write with your feet suspended; Write with your left hand under the table; One leg is upright and the other leg is inclined to write; Writing by hanging the two hind legs of the bench; Wait a minute. 2. The writing is wrong. Hold the pen with the first section of the index finger. If the force is too large, the second section of the thumb and the first section of the index finger will hold the pen at the second joint. The distance between fingers and fingertips is too close; Put your little finger out, and so on. 3. Bad writing habits. Writing habits lick the nib with your tongue; Writing habit of wiping with rubber fingers; Writing habits put books sideways; Sundries above the table; Tearing books indiscriminately; I don't know how to cherish stationery when writing, and the paper is not clean. From the analysis of the present situation of teachers' writing teaching, there are many problems.
One of the problems: vague and insufficient understanding of the importance of writing teaching.
The main performance is: 1. Although literacy teaching and writing teaching in lower grades are linked together, in fact, the phenomenon of emphasizing literacy over writing in teaching is extremely serious. 2. The teaching requirements are not strict, and students' writing habits are poor. When you enter the classroom, you can see that the students' sitting posture and writing methods are very bad. It is common to turn over students' homework in various subjects with scrawled handwriting, irregular lines and untidy papers.
The second problem: the method is single, the teaching mode is rigid, and the writing teaching is boring.
The spring breeze of the new curriculum reform has not blown into the classroom of writing teaching. The teaching mode of writing is single and rigid. The situation of "full-time irrigation" and "full-time practice" in writing teaching is very common. In writing class, the teacher often talks about a stroke, while the students practice a stroke, or the teacher talks about writing skills, but the students listen carelessly. This kind of teaching effect can be imagined.
In view of the above problems, I take corresponding measures to carry out writing teaching in a down-to-earth manner and improve the quality of writing.
Second, take countermeasures to improve quality
One of the countermeasures: unify multiple understandings and attach importance to writing teaching.
Writing is an important Chinese basic skill and the external expression of humanistic connotation. "Before Chinese characters entered the computer, writing was generally regarded as the' facade' of readers and could not be ignored. The computer and Chinese character input technology make writing more and more unnecessary, and also provide great convenience for "hiding others". In fact, the benefits of writing are not only practical, but also more significant. The process of practicing writing is actually a process of cultivating sentiment, cultivating aesthetic ability and improving cultural literacy. " Therefore, in today's information age, writing teaching should still attract the attention of schools, families and society.
1, unified understanding
First of all, fully understand the significance of writing teaching from teachers themselves.
2. Multi-pronged approach
As a Chinese teacher, it is of course duty-bound to attach importance to students' writing teaching, but for most students, writing a good composition is not enough. We must get the support of other teachers and parents, so we should strive to achieve the following three combinations in writing teaching: the combination of in-class guidance and extracurricular practice, focusing on practice; Write homework combined with homework in all subjects, so as to "practice calligraphy when you start writing"; The improvement of teachers' level is combined with the improvement of students' level, and teachers and students practice together. Form an atmosphere of "discipline is not relaxed, school and family work hard".
3. Time guarantee
In order to effectively improve the writing level, we must fully ensure the time needed for training. First, we should make full use of the normal writing time, do a good job in writing classes, and ensure the quality of writing classes for 15 minutes every day.
Countermeasure 2: Optimize teaching methods and stimulate writing interest.
Interest is the internal motivation to promote learning activities. Therefore, in writing teaching, we should insist on cultivating and stimulating students' interest in writing throughout the course implementation. Compared with other subjects, writing class is really boring. How to make boring writing teaching more vivid and make students master writing requires us to use appropriate teaching methods to achieve the best teaching effect.
1, wonderful story
Pupils love listening and telling stories. Teachers can often tell students stories about calligraphers practicing calligraphy. On the one hand, students can be properly adjusted in the process of boring calligraphy practice, on the other hand, they can learn the quality of calligraphers' diligent study and hard practice from stories. For example, Zhang Zhi is in the pool, and the water in the pool is exhausted; Zhiyong studied calligraphy behind closed doors for more than ten years and retired to the grave; Huang Tingjian's observation on boatman's paddling while rowing. By telling stories, students' understanding of calligraphy can be increased, thus becoming the source of students' interest in writing.
2. The teacher demonstrates. If you learn to write, I will explain the essentials of writing to the students again: three fingers hold the pen and one finger block, and the two fingers are really firmly padded. Then demonstrate: pinch. Use the front of the thumb, the line of the index finger, the top of the book of the first joint of the middle finger, and the three-finger Qi Li to hold the place 3 cm away from the tip of the pen, and tilt the pen 45 degrees in the direction of the tiger's mouth. Second, pinch, with your index finger close to the outside of the tiger's mouth, blocking the squeezed pen. Three-pinch: pinch the ring finger and the little finger under the middle finger in turn to form a naturally curved shape.
3. Intuitive font structure
The teaching of writing is boring, and it is often difficult to understand the subtleties of writing with a pen. In the teaching process, teachers can actively use various means to conduct intuitive teaching according to the specific teaching content. For example, in order to let students see the process of writing clearly, they can write directly on the physical projection; In order to let students master the shelf structure, they can piece together cards, and so on. For example, last week, I taught children to write the word "ant" in Unit 4. Although they are all beside the word "worm", in Tian Zige, the space occupied by these two words is different. In order to make way for the word "horse", the word "worm" should go up a little, and the word "worm" should go down a little, so as to be more closely combined with "righteousness". I also use interesting examples to strengthen the impression of students, and call two students to the front to demonstrate: it's like two people and good friends in the same room. If you get too close, you can't breathe. You should separate and let the other person relax. If two people are too far apart, friends will not be close, so we should be closer to each other ... In laughter, students understand the density structure of words and achieve my teaching purpose.
4, contact life
When teaching the writing of the word "horizontal", I instruct students in this way: the grid is like a room, the strokes are like furniture in the room, and the horizontal pen is the most important piece of furniture in the room, and its placement affects the beauty of the whole room. Through observation, students find that the main stroke is sometimes in the upper part, such as "meaning"; Sometimes in the second half, such as "beauty, goodness"; Sometimes just in the middle line, such as "sound, Ken". In order to help students highlight the main points in writing, I have designed the following links: "Chinese characters also have the same love for beauty as us, but not everyone can do it, and there are always some ugliness." In order to satisfy the desire of Chinese characters, I opened a Chinese character cosmetic hospital. On the first day of opening, a group of guests came. Then, I showed a few words that didn't highlight the main pen and guided the students to find out the problem: "Students, these words all have the same problem. Where do you think they should start if they are given plastic surgery? "Because of the close connection between teaching and students' life, students' enthusiasm for participation is very high.
5. Teach and learn from each other.
The exchange of roles between teachers and students and teaching at the same table are all worth a try in writing teaching. Teacher-student role exchange, such as arranging students to prepare lessons before class: which word do you think is the most difficult to write and which one should be paid attention to? If you teach, what method will you use? When the students are ready, they will go on stage to try teaching; Or send a student to teach after group discussion, and other students will make up for it. Teachers can also deliberately set some situations, such as: the word bad is too many strokes, and the teacher can't write well. Can I teach the teacher? Which new word did you write best in this lesson? Can you tell us something about your experience? After several such exercises, students' interest in exploring calligraphy will become stronger and stronger. Teaching at the same table and learning from each other, such as discussing at the same table and learning from each other: how to write this word? What should I pay attention to in that word? Or we can take the method of comparing each other at the same table: in the process of practicing calligraphy, please ask each student to write the same word in the calligraphy book at the same table, and then compare who writes well and why. Pupils don't admit defeat, and they will write very seriously at this time, and the effect is very good.
6, timely incentives, enhance motivation
Motivation is the best motivation for junior students. I also noticed this in writing teaching and actively used it. Whether it is the marking desk in our class or the billboard outside the classroom, I regularly post students' excellent writing works, which is not only beneficial for these students to learn from each other's skills and learn from each other's strengths. This also makes other students envious and strengthens their confidence by going up a flight of stairs. In order to encourage students whose handwriting is not good enough, I pay attention to seize his bright spot and praise him. Even a few words, a word or even a stroke, as long as they are well written, I praise them in class. I think this approach is very good. This not only helps to improve these students' interest in writing, but also helps to establish their dignity, cultivate their personality and make their body and mind grow healthily.
Practice shows that the real secret of success lies in interest. Only by doing everything possible to stimulate students' interest in writing can students be happy and good at writing. As Chinese teachers in primary schools, we should always pay attention to cultivating students' interest and good writing habits, so that every student can write more beautiful words!