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从以往的作文教学中我发觉,每次作文后,教师辛辛苦苦地花了很多的时间,将学生写的作文批改出来,发放下去,进行讲评,结果收效甚微。学生对批改的结果大多数只看个分数,不能很好地细看评语,对于教师的精批细改学生并不领情,不能很好地去重视、去珍惜。因此,针对这一情况,我进行了作文批改的新尝试,指导学生互改作文,由学生代替教师改。学生既好奇又新鲜,不仅培养了学生的分析、理解、判断、鉴赏的能力,而且提高了学生的习作水平。具体做法如下。
From the past essay teaching, I found that after each essay, the teacher spent a lot of time painstakingly, correcting the essay written by the student, issuing it and commenting on the result, with little result. Most students look at the results of the modification only look at scores, can not look carefully at the comments, for the fine teachers do not appreciate the refinement of students, can not properly value, to cherish. Therefore, in response to this situation, I conducted a new attempt at correcting essay, guide students to change their composition, instead of teachers to change students. Students are both curious and fresh. They not only cultivate the students ’ability to analyze, understand, judge and appreciate, but also improve the students’ level of study. Specific practices are as follows.