汉字在中华民族传统文化中扮演着重要作用，让人们可以不受时间和空间的限制将历史文化保存下来。汉字书写从古至今都与人们的学习生活息息相关，时代发展至今，高中学生在学习任务繁重的同时，同样不应该忽视汉字书写的重要作用。本文在观察实习学校珠海市第一中学高二年级汉字书写现状基础上，以该年级语文科目期中考试答题卡书写内容为研究对象，抽样截取其中14240字样，将这些字样按照顺序投放表格之中，从楷体宋体字体差异性、书写避让原则以及汉字结构三个方面以楷体字样作为标准书写字样考察学生是否符合关于汉字书写规范，在分析学生汉字书写现状基础上总结学生书写问题。进而分析学生汉字书写出现问题的原因，以及试图探索提升学生汉字书写水平的策略。

全文一共分为五个部分。

第一个部分是绪论，主要介绍了选题缘由及价值、文献综述和研究理论。

第二部分是高中学生汉字书写情况调查方案设计。介绍了调查的目的与对象，调查的内容与方法，说明了书写评价理论与书写评价标准。

第三部分是高中学生汉字书写情况调查结果。调查了楷体与宋体字形差异性书写情况，发现学生在笔形的差异上有较清晰认知，在汉字书写中能够按照楷体字形来书写；在组合的差异上学生书写存在随意性，大部分同学不能按照楷体字形书写，学生存在字体概念的模糊现象。调查了学生书写避让情况，发现学生在部分汉字书写中能够注意书写避让，部分汉字出现过度避让、未避让以及错误避让现象。调查了学生汉字书写结构布局情况，发现学生对于部分左右结构以及上下结构的汉字能够做到较好布局，但是对于成字部件和成字部件的组合合体字书写结构布局混乱，且对半包围结构汉字书写的结构安排不清晰。在此基础上总结学生书写中出现的问题主要体现在汉字字体概念模糊、避让关系处理不当以及书写结构安排欠妥当三个方面。

第四部分是高中学生汉字书写问题背后原因，主要包括三个层面的原因。首先是学生，对规范书写并没有正确认知，不重视书写以及没有良好的书写基础；其次是教师，书写教学时长有限，导致教师书写评价和反馈有限，规范汉字书写认知有限，导致教师教学方式随意；最后是社会，考核方式重心发生偏移并且社会不规范用字现象严重。这些都是导致学生书写出现问题的原因。

第五部分是提升学生规范汉字书写的策略。从四个层面出发，学生应该首先完善规范书写元认知，具体应该对规范汉字书写有元认知知识，在规范汉字书写之中有元认知体验、在规范汉字书写中提高元认知监控；其次，学生应该强化规范书写主动性，具体而言应该做到明确规范汉字书写理论，重视书写机会，增加规范汉字书写训练频率；最后是端正规范书写姿势，养成正确书写习惯。教师应该应该首先塑造人文素养教学目标，重视规范汉字书写地位，进行班级书写质量评比，其次加强自身汉字基本功训练，重视板书功能。学校应该多渠道增设规范汉字书写课程，创造人文素养校园环境。社会应该整治不规范用字现象，提升规范汉字书写地位。

Chinese characters play an important role in the traditional culture of the Chinese nation, allowing people to preserve history and culture without being limited by time and space. Chinese character writing has been closely related to people's learning and life since ancient times. With the development of the times, high school students should not neglect the important role of Chinese character writing while facing heavy learning tasks. Based on the observation of the current situation of Chinese character writing in the second grade of the internship school Zhuhai No.1 Middle School, this article takes the writing content of the mid-term exam answer card of the Chinese language subject in that grade as the research object, samples 14240 characters from them, and places them in the table in order. The differences in the fonts of the regular script and Song script are analyzed The principle of writing avoidance and the structure of Chinese characters are three aspects of using regular script as the standard writing style to examine whether students comply with the relevant Chinese character writing standards. Based on the analysis of the current situation of students' Chinese character writing, summarize the writing problems of students. Further analyze the reasons for the problems in students' Chinese character writing, and attempt to explore strategies to improve students' Chinese character writing skills.

The full text is divided into five parts.

The first part is the introduction, which mainly introduces the reason and value of the topic selection, literature review, and research theory.

The second part is the design of a survey plan for the writing of Chinese characters by high school students. Introduced the purpose and object of the survey, the content and methods of the survey, and explained the writing evaluation theory and standards.

The third part is the survey results of Chinese character writing among high school students. A survey was conducted on the differences in writing styles between regular script and Song script, and it was found that students have a clear understanding of the differences in pen shapes and are able to write according to the regular script style in Chinese character writing; In terms of differences in composition, students tend to write randomly, with most students unable to follow the regular script, resulting in a vague concept of font. We investigated the situation of students' avoidance in writing and found that they were able to pay attention to avoidance in some Chinese characters, while some Chinese characters showed excessive avoidance, failure to avoid, and incorrect avoidance. A survey was conducted on the layout of students' Chinese character writing structures, and it was found that students were able to achieve a good layout of some left and right structures, as well as upper and lower structures of Chinese characters. However, the layout of the combined Chinese character writing structures of the forming components and forming components was chaotic, and the structural arrangement of the writing of Chinese characters with half enclosing structures was not clear. On this basis, it is summarized that the problems that arise in students' writing are mainly reflected in three aspects: unclear concept of Chinese font, improper handling of avoidance relationships, and improper arrangement of writing structure.

The fourth part is about the reasons behind the writing problems of Chinese characters among high school students, mainly including three levels of reasons. Firstly, students do not have the correct understanding of standardized writing, do not attach importance to writing, and do not have a good foundation in writing; Secondly, there are teachers who have limited teaching time for writing, resulting in limited evaluation and feedback on teachers' writing, limited recognition of standardized Chinese character writing, and arbitrary teaching methods; Finally, in society, the focus of assessment methods has shifted and there is a serious phenomenon of non-standard word usage. These are all the reasons for students' writing problems.

The fifth part is the strategy to enhance students' standardized writing of Chinese characters. Starting from four aspects, students should first improve their metacognition of standardized writing. Specifically, they should have metacognitive knowledge of standardized Chinese character writing, and have metacognitive experiences in standardized Chinese character writing.

Improving metacognitive monitoring in standardizing Chinese character writing; Secondly, students should strengthen their initiative in standardized writing, specifically by clarifying the theory of standardized Chinese character writing, valuing writing opportunities, and increasing the frequency of training in standardized Chinese character writing; Finally, it is important to maintain a standardized writing posture and develop correct writing habits. Teachers should first shape the teaching objectives of humanistic literacy, attach importance to standardizing the status of Chinese character writing, evaluate the quality of class writing, and secondly strengthen their basic Chinese character skills training, emphasizing the function of blackboard writing. Schools should establish standardized Chinese character writing courses through multiple channels to create a humanistic campus environment. Society should rectify the phenomenon of non-standard use of characters and enhance the status of standardized Chinese character writing.