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教师批阅习作的高耗低能,反映出习作评价单一而低效的弊端。作者依据学生的年龄特点,把习作的过程延伸到评价过程,充分调动学生主体能动性,让学生在互动评价中发展,主要的方法有:大家都来当老师———评价主体多元化;细读评价语精修改———关注学生修改作文的态度、过程和方法;教师需要激励评价———定性评价与定量评价相结合。让学生参与整个写作过程,在自评和互评中,学会修改,体验到“好文章是修改出来的”的喜悦。
The high consumption and low energy of teachers’ reviewing assignments reflect the drawbacks of single and inefficient evaluation of assignments. According to the characteristics of the students’ age, the author extends the process of the study to the evaluation process, fully mobilizes the initiative of the students and enables the students to develop in the interactive evaluation. The main methods are as follows: everyone is a teacher --- the subject of evaluation is pluralistic; Evaluation semen fine modification --- pay attention to the students modify the composition of the attitude, process and methods; teachers need incentive evaluation --- qualitative evaluation and quantitative evaluation of the combination. Allow students to participate in the writing process, self-assessment and peer review, learn to modify, to experience the “good article is revised out of” the joy.