在以往的习作的教学中,教师往往是一人独揽了学生习作的评价,使习作批改成了一项耗时,乏味而又近乎艰巨的工程。同时教师的精批细改,并不能透视孩子的心理,易犯“成人化”的错误,从而影响了孩子的习作创作热情。而孩子对于教师的评价只关注分数或等级,对于评语很少认真体会,这样,极不利于学生习作兴趣与创作水平的提高。以上现实凸现了改革习作批改方式的严峻性与迫切性。 In the teaching of past exercises, teachers often monopolized the evaluation of students’ assignments and criticized them as a time-consuming, tedious and almost arduous project. In the meantime, the teacher’s careful and meticulous revision does not reveal the child’s psychology and makes the mistake of “adultization”, thus affecting the enthusiasm of children’s writing creation. The children’s evaluation of teachers only focus on scores or grades, rarely serious reviews for comments, so that is very detrimental to students’ interest in learning and creative level. The above reality highlights the harshness and urgency of reforming the way of criticism.