作文是语文的半壁江山,学生作文水平的高低显示着语文教学的成败。长期以来,作文教学缺乏活力,缺乏趣味,使作文成了老师和学生的大难题。作文批改和作文讲评流于形式,师生缺乏配合,给作文教学带来或多或少的缺憾。一次作文批改完必须花两周时间,批得很细,改得很累,只是教师唱独角戏,下面没有观众。哪儿写得好,哪儿写的有缺陷,如何去改,教师没有向学生说清楚,讲明白。另外,教师把批改好的作文发下去,学生是否仔细看了,得打个问号。尽管教师在学生作文上作了详细的圈点批注,但大多数同学并没有十分重视,对文中改的好的地方也不作详细的阅读分析,需要补救的也没有及时补救。师生在写法上缺乏应有的交流,看法上也不尽一致。批改并没有促使学生去审视,去改正,去创新,批改成了一种无效劳动。面对这种现状,我采取以下几种评改方法。 Composition is half of the language, the level of student writing shows the success or failure of language teaching. For a long time, composition teaching lacked vitality and lacked fun, making the composition a big problem for teachers and students. Composition review and composition commentary are in the form of a stream, teachers and students lack of cooperation, and it brings more or less imperfection to composition teaching. It took two weeks for a composition to be revised. It was very fine, and it was very tired. It was only the teachers singing a single show. There was no audience below. Wherever he writes well, where there are flaws in writing, and how to change it, the teacher did not explain clearly to the students. In addition, the teacher sent down the revised composition. Whether the student looked carefully or not had to ask a question mark. Although teachers made detailed punctuations on student writing, most of the students did not pay much attention to it. They did not make detailed reading analysis of the changed areas of the text, nor did they need to remedy the situation. Teachers and students lack the proper communication in their writing and their views are not consistent. Corrections did not prompt students to examine, correct, and innovate. Correction has become an invalid work. In the face of this situation, I have adopted the following methods of assessment.