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新课标指出:“重视引导学生在自我修改和相互修改的过程中提高写作能力。”也就是说,习作评改是提高学生写作能力的重要环节。但在实际教学中,我们发现,我们的作文评改现状并不乐观,存在着一些弊端,比如评改主体单一,主体之间缺乏积极有效的对话交流;评改缺乏层级推进;评改方式方法单一等等。这些因素大大挫伤了学生对作文评改的兴趣,削弱了作文评改的实效,教师也永远解脱不了“吃力不讨好”的评改“枷锁”。
The new curriculum standard states: “Emphasis is placed on guiding students to improve their writing ability in the process of self-revision and mutual revision.” In other words, reviewing assignments is an important part of improving students’ writing ability. However, in the actual teaching, we found that our essay is not optimistic about the status quo of essay review. There are some drawbacks, such as the single change of the main body, the lack of active and effective dialogue and exchange between the main body, the lack of level promotion of the evaluation, the unification of the evaluation methods and so on. These factors have greatly dampened students’ interest in the essay review, weakened the effectiveness of the essay review, and teachers never freed themselves from criticisms of “stingy”.