长期以来,批改学生的作文占用了语文老师的大量精力,而与之形成鲜明对比的是大多数学生对批改结果的漠视,作文批改所达成的效果低微或无效。或许我们应该思索我们一贯的“学生写,老师改”的作文批阅过程的症结,这种“累己而不益人”的低效做法应该尝试着有所改变了。模式一:自荐式批阅自荐式批阅可以让学生自我推荐能代表自身最近写作水平的习作,交给老师批阅;也可让学生在批阅栏展示自己为写好一篇作文所作的审题、选材、立意、构思、写作、修改、完篇的过程及 For a long time, correcting the composition of a student takes up much of the energy of a language teacher. In stark contrast, most of the students ignore the result of the criticism and the effect of writing correction is low or invalid. Perhaps we should ponder over the crux of the writing process of our usual “student writing and teacher changing.” This inefficient way of “getting tired but not benefiting people” should try something different. Mode one: self-recommended self-recommended self-criticism allows students to self-recommend to represent their recent writing skills, to the teacher for review; also allow students to display their own column in the column to write an essay for the trial, material selection, conception , Concept, writing, editing, finishing process and