论文部分内容阅读
许多同志就作文的评分问题提出了很好的意见,如分项评分、分等评分、分项减分等。八四年高考作文评分,还施行了基准分与浮动分相结合的办法。这些办法各有特点,其目的都是为了尽量做到实事求是、客观、公正。笔者认为要避免评卷中的误差,最根本的是端正作文教学的指导思想,弄清小学作文的性质,实行“高分政策”。首先,“高分政策”是针对当前作文评分过严的弊端而提出的。一些老师由于分不清作家的“创作”和小学生“习作”的界限,往往把作家的作品和小学生的作文等同起来,或是用自己的写作水平衡量小学生的作文能力。他们受传统的教学思想的影响,认为
Many comrades put forward very good opinions on the grading of compositions, such as sub-grading, grading, and sub-grading. 1984 college entrance essay score, but also the implementation of the base points and floating points combined approach. Each of these measures has its own characteristics. Its purpose is to try to be realistic, objective and fair. The author believes that to avoid errors in the marking, the most fundamental is to correct the guiding ideology of composition teaching, clarify the nature of elementary school composition, and implement the “high score policy.” First of all, the “high score policy” is raised against the shortcomings of the current composition score. Some teachers, unable to distinguish the writer's “creation” from the “work-study” of the pupils, often equate the writer's work with the pupils 'essay or measure the pupils' essay writing ability by their own writing skills. They are affected by the traditional teaching thought, think