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随着新课程改革的不断推进和深化,小学写字教学已经被提到了一个崭新的高度。小学生的写字能力得到较大提升,但经历写字“高原现象”后,学生的写字能力难以提高,练字的兴趣也日渐减弱。在教学实践中,教者可从评价的机制、评价的主体、评价的内涵三个方面实施改革,着力调动小学生练字的积极性,激发他们的练字兴趣,让小学生从练字中体会快乐,从而有效地改变这一现状。一、评价的机制由“等级制”转为“九分制”
With the continuous promotion and deepening of the new curriculum reform, primary school teaching of writing has been mentioned to a whole new level. Pupils ’ability to write has been greatly improved, but after writing “Plateau Phenomenon”, students’ ability to write is hard to be improved and their interest in writing is diminishing. In teaching practice, the teacher can implement the reform from the evaluation mechanism, the evaluation of the subject, the evaluation of the three aspects of reform, efforts to mobilize the enthusiasm of primary school students practice writing, stimulate their interest in writing, so that primary school students experience happiness, Thus effectively changing the status quo. First, the evaluation mechanism by the “hierarchy” to “nine points system”