作文教学在高中教学中的现状是边缘化的,学生不愿意写,教师不愿意看,师生都在一种痛苦的既定动作中纠结,作文已经不被幸福地渴望着了。但如果我们痛定思痛:作文被需求的源在哪儿?我与我的同事们努力去探究新的作文评改模式,希望建立一种在教师有效指引下,以学生为主体的师生共评模式。简言之,本模式可分为“课前分组、师生共评、学生互评、交流仲裁、佳作共赏,修改升格”这六步。具体解读 The status quo of composition teaching in high school teaching is marginalized, students are reluctant to write, teachers are reluctant to read, teachers and students are entangled in a painful set of actions, and composition is not longingly desired by happiness. But what if we were bitter about the source of writing: What was the source of the demand for composition? My colleagues and I worked hard to explore a new model of composition evaluation, hoping to establish a model of student-centered teacher-student evaluation under the effective guidance of teachers. In short, this model can be divided into “six steps before class, group assessment by teachers and students, mutual peer review, exchange and arbitration, masterpiece compilation, revision and upgrading.” Specific interpretation