学生每完成一篇习作,教师都要进行精批细改,但收效往往甚微。怎样使作文批改收到切实的效果呢?我觉得根据因材施教的原则,对不同程度的作文采取不同的批改方式,显得非常重要。一、优生作文只批不改。每一个班里,总有几位作文写得好的学生,这些学生的作文基本上符合教学大纲所提出的要求,教师都希望通过批改,能使这些文章更上一层楼。但教师如果一味靠自己的捉刀弄笔,一篇本来非常通顺的文章,结果往往朱笔满篇,教师煞费苦心,效果恐怕适得其反。对这样一类习作,哪里需要补充,使文章内容更具体充实,哪里需要锤炼词句,使语言更生动形象等等,完全可以让学生自己进行加工润色,教师只需提出一些启发性的修改意见。这样,通过学生自己修改,才能进一步 Every time a student completes an essay, teachers must make detailed and detailed changes, but the results tend to be negligible. How to make the essay revised and received tangible results? I think according to the principle of teaching students according to their aptitude, different degrees of essay to take a different approach to change, it is very important. First, eugenics essay only do not change. In each class, there are always a few students whose compositions are well written. The composition of these students basically meets the requirements set forth in the syllabus. The teachers all hope that the editors can make these articles to the next level. However, if teachers rely on their own copycat to get rid of an article that would have been very fluent, the result is often filled with pen and paper, and the teacher took great pains and the effect was probably counterproductive. For such a type of work, where you need to add to make the article more concrete enrichment, where the need to temper the words and sentences to make the language more vivid and so on, completely allow students to process their own polish, teachers only need to make some suggestions for editorial changes. In this way, through the students themselves to modify, to further