习作评价是学生语文能力发展的源泉,所以,习作评价就要体现评价的激励性,让学生继续努力或在下一次习作中克服不足之处、增强写好习作的信心和期望。传统的习作评价,一般是教师评分或者评出等级,然后圈几个错别字,最多圈几个语句不通顺或有语病的句子,这样难免出现以下几个问题:第一,对中下水平的习作以批评删改为主,赏析激励不足;第二,要求全体学生步调一致,共同进步,未能照顾差异;第三,只考查当次习作的水平,而不关注学生此次习作的态度、习作过程、习作修改能力的培养等。这样的评 Evaluation of the work is the source of the development of students’ language proficiency. Therefore, the evaluation of work should embody the encouragement of evaluation so that students can continue their efforts or overcome deficiencies in the next exercise and enhance the confidence and expectation of doing well in writing work. The traditional assessment of the work, the teacher is generally rated or rated, and then circle a few typos, up to a few phrases not fluent or ill sentences, so inevitably the following questions: First, the middle and lower level of work To criticize the deletion of the main reform, lack of appreciation incentives; second, require all students in unison, common progress, failed to take care of differences; third, only to examine the level of the current work, not concerned about the attitude of students in this exercise, the process of learning , Training to modify the ability to develop. This comment