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作文评价拥有诊断功能,激励改进功能。当前的小学作文教学中,作文评价主要还是以教师评改为主。教师费心劳神修改完作文下发,大多数学生对老师的修改却没有进行投入地学习反思,教师批改没有起到很好的指导作用,学生习作能力没有得到有效递增,事倍功半。究其原因,是学生这个习作主体在作文评价中的主体缺位、主体弱位。要破除习作评价中的瓶颈,应让学生这个习作主体在作文评价中补位。引导学生自改作文,激发自改兴趣,教给自改方法,组织自改实践,改善习作评价有效性。
Essay evaluation has a diagnostic function to stimulate improvement. In the current primary school composition teaching, the composition evaluation is mainly based on teacher evaluation. Teachers bothered to modify the finished essay, most of the students did not change the teacher’s input to learn reflection, teachers did not play a good role in correcting the criticism, student learning ability has not been effectively increased, less effective. The reason is that the main body of students in the essay evaluation of the absence of the main body, the main weakness. To get rid of the bottleneck in the evaluation of the work, students should make up the subject in the evaluation of the composition fill seats. Guide students to modify the composition, stimulate self-interest changes, teach self-improvement methods, organize self-reform practices, and improve the effectiveness of evaluation exercises.