作文教学,是语文学科中相对比较复杂的教学内容。小学生运用语言文字的实践活动还处于起步阶段,其运用的尺度还把握的不够明确。因此,作文后期的加工过程——评改就显得尤为重要。虽然作文教学改革“改”了很多年,但时至今日,在作文教学中仍存在着作文评改有评无改或评多改少的单项交流、一次性终结的现象。其结果是教师为了精心批改,写下中肯恰当的评语而煞费苦心,每批阅一次如同要搬走一座大山般艰难且旷日持久,而等发到学生手中却是言冷茶凉,早已时过境迁,全无修改的心境与热情了。于是“评改”最终成了形式,苦了老师,误了学生。 Composition teaching is a relatively complicated teaching content in Chinese. Pupils’ practical activities in using spoken and written language are still in their infancy, and the standard of their application is still not clear enough. Therefore, the composition of the post-processing - review is particularly important. Although composition teaching reform has been “reformed” for many years, up to now, there still exists a single exchange of ending essay reviews with no change in assessment or no improvement in assessment. As a result, the teachers painstakingly painstakingly write down pertinent remarks and each read as a difficult and long-lasting move to remove a mountain. However, they are cold and refreshing when they are sent to the hands of students. They have already passed through time without any change Mood and passion. So “review” eventually became a form, bitter teacher, mistaken students.