Printed version of second-year students' stroke order

The printed version of the first volume of Grade Two is as follows:

Chinese neologisms in primary and secondary schools are mainly divided into "accurate reading" and "accurate writing". I guess you asked the question of "writing" of new words in primary schools, so let's answer the question of "writing":

Grade one or two, stroke standardization period. Third and fourth grade, the peak of typo.

Grade five or six, font formation period. Began to fight hand speed after middle school.

In the first and second grades, there are not many Chinese characters that really need to master formal writing. The Chinese characters listed in the glossary of textbooks are neither the most difficult nor the simplest, but the most representative in terms of "strokes and structure" (just like China's calligraphy's "Eight Methods of Yong Zi"), so don't underestimate the seemingly insignificant one or two hundred new words behind the first and second grade textbooks.

If you practice these Chinese characters one by one and guard against arrogance and rashness, you can lay a good foundation and learn other Chinese characters by analogy.

The Chinese characters carefully listed on the word list of senior one and senior two students are carefully selected by the textbook editorial Committee, and they are not randomly found out for students to practice. When practicing, it is best to correspond to Tian Zige, and write strokes and structures as standardized as possible.

By the third and fourth grades, students have a relatively standardized writing foundation. At this time, the focus of training can not be limited to strokes and structure, and attention should be paid to details.

The Chinese characters on the vocabulary of the third and fourth grade students are dense and complicated, and many details are easy to be ignored or confused, so generally speaking, there will be a lot of typos in the Chinese homework of the third and fourth grade children.

This is a normal and necessary stage, which is blocked for many reasons:

1. Children's concentration time is short, and their observation of Chinese characters is not careful enough, which is prone to more than one stroke and less.

2. There is a "proactive inhibition" theory in cognitive psychology, which is specifically aimed at children's Chinese character learning, that is to say, his old knowledge and experience have interfered with the new learning content.

For example, when learning the Chinese character "Ge", because he has learned Chinese characters such as "Semi" and "Yang" before, these old knowledge and experience may interfere with his learning of "Ge".

It is easy for him to write a horizontal line or a vertical line in the last part of the word "Ge". In fact, this is because he was actively suppressed by old experience.

3. From the third and fourth grades, children's learning of Chinese characters is more complicated from stroke to structure than that of the first and second grades. This is also one of the objective reasons for the increase in typos.

In particular, if parents are interested in helping their children correct typos, there are three ways to learn from them:

A. comparative law; B. introspection method; C, collision method.