| Summary: | 碩士 === 國立東華大學 === 中國語文學系 === 106 === This study analyzes causes of common wrong choice characters among junior high school (JHS) students that are collected onsite during teaching, consolidate types of these errors, and develops responsive teaching strategies through investigation of word recognition and teaching methods. By reexamining the definition of wrong choice characters and criteria for their determination, it is hoped that multiple bases for determination of wrong choice characters can be incorporated from the perspective that written Chinese can keep up with the times to clarify criteria for the use of Chinese characters and determine the correctness of written characters accordingly.
Existing studies of wrong choice characters, despite claiming ‘wrong choice characters’ as their research topic, either focus largely on choice characters, or only discuss choice characters without clarifying what is wrong with them and the concept of choice characters. Theses and single research papers mostly enumerate data of character forms and meanings for comparison. Some of them are able to demonstrate differences between correct and wrong choice characters based on original meanings of character forms or by tracing their roots, but suggest inadequate teaching strategies or mostly fail to provide criteria for definition of wrong choice characters. From the perspective that written Chinese should keep up with the times, this paper provides criteria and bases for determination of wrong choice characters for comparison between correct and wrong choice characters by incorporating the concepts of variant characters and synonyms and considering usage of new lexical entries and buzzwords and the current state of their actual use.
References are provided for teaching by consolidating wrong choice characters that appear in everyday choice of characters among K9 JHS students, analyzing types of these characters, and suggesting teaching strategies with common wrong choice characters as illustrative examples in response to different methods of teaching wrong choice characters. It is suggested that teachers need to collect common wrong choice characters that appear among their students and create databases of wrong choice characters based on appearance frequency and types of wrong choice characters. They also need to have clear and well-grounded determination criteria and enrich their philological knowledge by learning new information and multimedia materials on the internet to provide corresponding correct choice of characters and develop teaching strategies for multifaceted development while instructing students or during teaching.
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