中学语文教师大多数是班主任并担任着几个班的语文课,要备课、上课、辅导,完成学校交给的任务,处理班里的日常事务,如果作文再全批全改,担子可谓是真不轻。况且作文全批全改、精批细改,虽然教师花费的时间和精力很大,但效果不一定是最理想的。也难以达到学生多写多练的目的。试想:要提高作文水平,不多想、多写、多改,只凭学生每学期的六次习作、教师每学期的六次讲评,这能行吗?笔者从事中学语文教学十几年来,一直在探索高效、灵活、多样的作文批改方法,开辟了一条以 The majority of secondary school language teachers are class teachers and serve as a class of several Chinese classes, to prepare lessons, classes, counseling, to complete the tasks assigned to the school, dealing with the routine of the class, if the composition and then all the changes, the burden is true Not light. Moreover, the composition of the whole batch of changes, elaborate on the fine, although the teacher spent a lot of time and effort, but the effect is not necessarily the best. It is difficult to achieve the purpose of writing more students practice. Imagine: to improve the level of writing, not much thought, more writing, more change, the students only six semesters per semester, teachers six semester reviews, which can do? I engaged in middle school Chinese teaching more than 10 years, has been In the exploration of efficient, flexible and diversified essay methods of criticism, it has opened up a new chapter