汉字是人们记录语言、传播文化的工具，是中华文化的“瑰宝”。语文课标中明确规定：“有较强的独立识字能力，累计认识常用汉字3000个左右，其中2500个会写”的识字写字目标。但是，在这个键盘代替纸笔的时代，我们越来越真切地感受到了“提笔忘字”的不堪，感受到了常见的字自己却书写错误的尴尬，感受到了生活中随处可见错别字的无奈……在小学阶段，随年级的升高、任务的增多，高段汉字教学也逐渐被弱化，当然还有社会媒体的误导。可以说，错别字问题是很多人尤其一线教师都很看重的一个现实问题，做此项研究有很好的实践意义。

本文选择自己所执教的班级展开错别字现象的行动研究，在行动研究模式下采用了问卷调查法、访谈法、实物收集多种方法收集数据。通过研究发现本班学生常写的错别字及其类型有两大类：错字和别字，错字类型主要包括：部件替换、增减笔画和书写不规范；别字类型主要包括：字音相同，字形相近，音形相近等。本班学生经常书写错别字的原因有四个方面：学生因素、教师因素、社会因素和汉字本身的因素。根据汉字本身特点改善学生书写错别字的策略有：“字理识字法”策略、“字族识字法”策略、“偏旁表义法”策略、“字义辨析法”策略、“联想法”策略；根据学生对错别字的态度改善学生书写错别字的策略有：“3+X”抄词法策略、“竞赛奖励法”策略、“家长协助”策略、“学生互助改错”策略；根据学生身心发展特点改善学生书写错别字的策略有：“强化书写规范”策略、“螺旋式复习法”策略。旨在引导同学认识到错别字现象问题的严重性；通过归类归因、教学策略能够改善同学书写错别字现象；同时引领学生重视识字写字，爱上中国汉字，努力把字写正确、规范。所研究结果希望可以对小学语文一线教学有一定的参考价值。

Chinese characters are the tools for people to record language and spread culture, and are the "treasures" of Chinese culture. The Chinese curriculum standard clearly stipulates: "have a strong independent literacy ability, accumulative understanding of common Chinese characters about 3000, 2500 of which students can write" as literacy and writing target. However, in this era of keyboard replacing paper and pen, we are more and more truly feeling the embarrassment of "lifting the pen and forgetting the spelling", and the embarrassment of writing errors in common characters, and the helplessness of typos everywhere in our lives... …In elementary schools, with the increase of grades and tasks, the teaching of high-level Chinese characters is gradually weakened, of course, there is also the misleading of social media. It can be said that the problem of writing errors in Chinese characters is a practical issue that many people, especially front-line teachers, attach great importance to. This research has very good practical significance.

By choosing the class the author teaches, the action research is carried out on the phenomenon of writing errors. Under the action research mode, a variety of research methods are used, such as questionnaire survey, interview and material collection, etc. Through the research, it is found that there are two types of errors in students' character writing: wrong characters and typos. The wrong-character errors mainly include: part replacement, stroke addition and subtraction, and nonstandard writing; the typos mainly include: the same pronunciation, similar shape, similar sound and shape, etc. The reason why students in the class the author teaches often write wrong characters lies in four areas: students, teachers, social factors and Chinese characters themselves. According to the characteristics of Chinese characters, the strategies to improve the students' writing errors are as follows: "character theory literacy strategy", "character family literacy strategy", "side meaning expression strategy", "word meaning discrimination strategy " and "association strategy "; According to the students' attitude towards the wrong characters, the strategies to improve the students' writing errors are as follows: "3 + X" word copying strategy, "competition reward strategy " and "family recognition strategy "; According to the characteristics of students' physical and mental development, the strategies to improve students' writing errors are: strengthening writing standard strategy and spiral review strategy. The purpose of this paper is to guide students to realize the seriousness of writing errors; to improve the phenomenon of wrong characters in students' writing through classification, attribution and teaching strategies; and to guide students to attach importance to literacy and character spelling, and to fall in love with Chinese characters and strive to write correctly and normatively. The research results are expected to provide a certain reference value for the front-line Chinese teaching in primary schools.