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怎样批改好作文,是语文教师的一个老大难问题。我当了二三十年中学语文教师,对作文批改确也费过心机,曾得到一些领导、同事及学生给予的“细致认真”的评价,但究竟不着实,要问学生从我的批改中得到多少益处,很难说上来。批改的作文发下去,学生往往只看个分数或后面的几句批语,就往抽屉里一塞了事。这更引起我对批改效果的怀疑。学习了叶圣陶等对批改作文的论述,我采取“批问索答”的方式进行尝试,果然能看出一些效果。
How to criticize a good essay is a chronic problem for language teachers. When I was a middle school Chinese teacher for 20 to 30 years, I also tried my best to correct and correct my essay composition. I was given a “careful and serious” evaluation by some leaders, colleagues and students. However, How much benefit it is hard to say. Modify the composition of the hair down, students often only see a few scores or a few comments, went to a stuffed drawer trouble. This is even more aroused my suspicion of the effect of correction. Studied Ye Shengtao and other criticism of essay exposition, I take the “ask for a reply” way to try, and can really see some results.