教师費了九牛二虎之力批改作文,但大多数学生对教师的批改是漠然置之。如高二(二)班張凤光在《談談写作的态度》一篇作文中这样写道: “我自开始作文到現在,向来对老师的批改沒放在心上。每次发回文来,先看看分数,然后往桌里一扔,到下次作文再和它‘見面’。什么‘文章空洞’、‘首尾不呼应’……全不管它。老师批他的,看不看由我……”达問题确实太严重了。达說明过去学生作文花费了不少时間,目的只是“完成任务”;教师批改作文花费了很多时間,沒有真正使学生受到教益,簡直落空了。那么怎么办呢?当然,积极的办法是使学生明确学习目的,主动地重視写作;但也应有相当的措施。我想到了一个办法,就是:在一篇文章中,有的 Teachers spent a tremendous amount of criticism on essay writing, but most of the students’ criticism of teachers is indifferent. Such as sophomore (two) class Zhang Fengguang in “to talk about the attitude of writing,” an article wrote: “I started writing until now, the teacher has always been no comment on the correction. Look at the score, and then fling to the table, to the next composition and then it ’meet’ What ’article empty’, ’not end to end’ ... ... no matter what it is. The teacher approved him, do not look at me ... ”The problem is really serious. It shows that past student essay spent a lot of time, the purpose is only “to complete the task”; teachers to modify the essay took a lot of time, did not really make the students benefit, almost lost. Then what should we do? Of course, the positive approach is to enable students to clearly understand the purpose of learning and take the initiative to emphasize writing; however, there should be a corresponding measure. I think of a way, that is: in an article, some