作文批改一直是个令语文老师头痛的大问题,怎样才能探讨出一个既能提高学生写作水平又能促进学生身心健康发展的办法呢?这在素质教育的今天显得尤为重要。在过去的作文批改中,老师勤勤恳恳地批改作文,主要针对的是稳重的字、词、句、层次结构、中心等去批改,所以形成了老一套的批改模式:语句通顺、层次清楚、中心明确、书写工整。随着作文教学的改革,批改的方式也有过去的单纯的教师批改,逐渐转向以学生批改为主。教师点评的方式,强调的是学生的主导作用,培养学生的阅读和分析能力。但在实际操作过程中,往往达不到预期的 Essay correction has always been a big headache for language teachers. How can we explore a way to improve students’ writing ability and physical and mental health? This is of particular importance today in quality education. In the past essay correction, the teacher diligently revised the essay, mainly for the steady word, word, sentence, hierarchy, center and so on to modify, so the formation of a set of old mode of correction: clear sentences, clear hierarchy, the center Clear, written neat. With the reform of essay teaching, the way of revising also has the simple correction of teachers in the past, and gradually turns to the reform of students. Teachers review the way, emphasizing the leading role of students, develop students’ reading and analytical skills. However, in actual operation, they often fail to meet expectations