【案例背景】“多读、多写”是被广大教师接受的提高小学生写作能力的途径,但是有些学校、班级因为重数量而不重质量,学生盲目习作,缺乏教师指导,再加上学生被动接受评价失去兴趣等原因,导致作文教学的评价环节往往走进了低效、无效的死胡同。 Case Background: “Multiple reading and writing” is a way accepted by the majority of teachers to improve the writing ability of primary school students. However, in some schools, classes are not heavy due to heavy quantity, students blindly work out, lack of teachers’ instruction, plus Students accept the evaluation of the reasons for the loss of interest and other reasons, leading to essay teaching evaluation often go into the inefficient and ineffective dead ends.