高中生常用标点符号功能使用错误分析

发布时间：2018-04-22 06:32

本文选题：高中生 + 作文　；参考：《华中师范大学》2015年硕士论文

【摘要】：标点符号是辅助书面语表达的重要工具。本文以高中一年级学生作为研究对象,搜集并整理三百份高一学生的参赛作文作为语料,语料总字数约23.9万字,其中标点符号约2.85万个,分析作文中标点符号功能使用的情况。另外,我们还对八十名高一学生开展了问卷调查,与八位高中语文老师进行了口头交流,探讨高中生作文中标点符号功能使用错误的原因。第二章对高中一年级的学生作文中标点符号功能使用的情况进行了统计分析,归纳并总结了高中生使用较频繁的十类标点符号的特征：第一,标点符号使用种类集中,逗号和句号是高中生最常使用的两类标点符号；第二,标点符号功能使用错误面较广,但错误率总体不高；第三,误代最常出现,其次是遗漏,最后是误加；第四,容易混淆部分功能交叉的标点符号,如逗号和分号等。第三章从误代、遗漏和误加这三种错误类型入手,对高中生作文常用的七类点号进行错误实例描写分析,呈现了点号各种错误的语境及表现方式,发现了更多的特征：逗号的错误类型最多、最复杂,逗号、句号和分号是最容易相互误代的三类点号；主谓语较长的单句以及结构复杂的复句容易出现点号的误代、遗漏和误加等。第四章结合作文中的错误例句,从误代、遗漏和误加的角度对高中生使用率较高的三类标号进行分析,进一步对高中生使用标点符号的规律进行总结：标号的遗漏率和误加率高于误代率；在行末和段末容易出现标号的遗漏；语气词后面,容易误代标号；拟声词后面容易出现标号的遗漏。第五章首先分析导致高中生作文标点符号功能使用错误的原因,包括内部原因和外部原因两个方面。再根据原因,探求可行的教学策略,包括课程设计、课程实施和课程评价三个方面。第六章总结本文的创新点和未来的工作。
[Abstract]:Punctuation mark is an important tool to assist written language expression. This article takes the senior middle school first grade students as the research object, collects and arranges three hundred high school students' entries as the corpus, the total number of words is about 239000 words, of which the punctuation mark is about 28,500, analyzes the use of the punctuation mark function in the composition. In addition, we also conducted a questionnaire survey with 80 senior high school students and conducted oral communication with eight senior high school Chinese teachers to explore the reasons for the wrong use of punctuation marks in high school students' compositions. The second chapter makes a statistical analysis on the use of punctuation marks in senior high school students' compositions, and summarizes the characteristics of ten kinds of punctuation marks frequently used by high school students: first, the use of punctuation marks is concentrated. Commas and periods are the two most commonly used punctuation marks in high school students. Second, the punctuation function is widely used, but the error rate is not high in general. It is easy to confuse punctuation marks, such as commas and semicolons. The third chapter begins with three types of errors, namely, wrong generation, omission and wrong addition, and analyzes the seven kinds of points commonly used in high school students' compositions, and presents the context and expression of these errors. More features have been found: commas are the most frequently typed and complex, commas, periods and semicolons are the three most likely to misrepresent each other, long main predicate sentences and complex complex sentences are prone to point misinterpretation. Omissions and errors, etc. The fourth chapter analyzes the three categories of high school students' usage rate of high school students from the perspective of false generation, omission and false addition, combined with the error examples in the composition. The rules of using punctuation mark in senior high school students are summarized further: the omission rate and false addition rate of label are higher than that of false generation; the omission of label is easy to occur at the end of line and the end of paragraph; Omissions are easy to appear after onomatopoeia. The fifth chapter first analyzes the causes of high school students' writing punctuation function error, including internal reasons and external reasons. According to the reasons, the author explores the feasible teaching strategies, including curriculum design, curriculum implementation and curriculum evaluation. The sixth chapter summarizes the innovation and future work of this paper.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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