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作为语文老师,批改作文是比较头疼的事情,每篇作文的错字、错标点、语句不通顺的句子等等老师都要一一圈点批画,这样批改完成以后,再发到学生手中。教师用专门的时间集体评讲优劣得失,然而稍作留意,发现许多学生对于老师辛苦批改后发回的作文只是简单地看看分数和评语就了事,只有个别学生能按照老师的批改意见再看一遍作文,改正错别字、语病等语言错误。在这种情况下,一次练习的效果也就可想而知了。长期如此,学生写
As a language teacher, correcting a composition is a big headache. Each composition’s typos, wrong punctuation, sentences are not fluent sentences and so on. The teacher must make a lap at a time, so that after the correction is completed, send it to the students again. Teachers use special time to comment on strengths and weaknesses collectively, but a little attention was paid. Many students found that the essay they sent back after the teacher’s hard work was changed simply to look at the scores and comments. Only some students can follow the advice of the teacher Look at the essay again to correct typos, speech and other language errors. In this case, the effect of a practice can imagine. Long term, students write