学生写错别字,起初我采取的是见一个纠正一个的办法。尽管我三番五次地给学生纠正,但学生还是混淆不清。后来我摸索着从总结规律入手,利用学生所熟悉的汉语拼音这个工具,讲清一个,纠正一批,收到了举一反三的效果。我是这样进行的: 把带“今”旁的字和带“令”旁的字分两组写在黑板的两边。如“含、贪、琴、吟、钤、矜、颔、黔、念、岑”写在黑板的左边;“领、冷、邻、铃、拎、零、聆、岭、龄”写 Students write typo, at first I was to see a way to correct one. Although I corrected the students time and time again, the students were still confused. Later I groped to start with the conclusion of the law, using the tools familiar to students as Pinyin, clarifying one, correcting one batch, and receiving the effect of giving top priority to others. I did this by writing the words next to “present” and the words next to “the order” on two sides of the blackboard in two separate groups. Such as “containing, greed, piano, Yin, 钤, 矜, 颔, Qian, read, cen” written on the blackboard on the left; "collar, cold, o, bell, carry, zero,