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在传统的作文教学中,作文的批改由语文教师说了算,语文教师总是用一把尺子去衡量学生的作文。这种作文批改模式导致学生始终处于被动地位。教师改了些什么,为什么要这样改,学生心里都是模糊的。也正是这种模糊性,致使不少学生对教师花大力气批改的作文,只轻描淡写地看一下等级或分数,未能真正领悟教师评改的作用,收效甚微。这些传统的评改方式无形中剥夺了学生的自主性,有意无意地扼杀了学生个性的发展。教师要改变这样的作文批改模式,放手让学生自评自改,让他们动脑、动手,才能提高作文教学质量。一、注重引导,激发兴趣“知之者,不如好知者;好之者,不如乐之者。”在作文批改过程中,教师要注
In the traditional composition teaching, the writing of the composition is decided by the language teacher. The language teacher always uses a ruler to measure the composition of the student. This essay correction model leads students to remain passive. What did the teacher change, and why should this change be made, and the students’ hearts were ambiguous. It is precisely this kind of ambiguity that has caused many students to look at the grades or scores lightly to teachers’ efforts to revise their essays. They have failed to truly comprehend the role of teacher evaluation and have achieved little success. These traditional ways of assessing and reforming have virtually robbed students of their autonomy and intentionally or unintentionally stifle the development of student personalities. Teachers need to change this pattern of writing corrections, let students self-evaluate and self-reform, and let them use their brains and hands to improve the quality of composition teaching. First, pay attention to guidance and stimulate interest. “The person who knows is better known as the better person. The better person is better than the person who is happy.” In the process of writing the composition, the teacher must note that