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习作的评价,不仅仅是为了对学生某一次或某一个阶段的习作给出终结性的结论,而是通过习作评价,激发学生再次习作的欲望,促进学生的习作能力、习作水平在原有基础上得到发展。它是整个习作教学的一个中间环节及下一次习作的新起点。然而,当前小学高年级习作评价依然存在着评价终结化、缺乏针对性、评价形式单一等问题,对小学生习作的评价,常常只局限于教师的等第和评语,评价常常成为教师的一家之言,没有顾及学生的实际水平、习作过程、习作能力的发展过程及习作时的内心感受。鉴此,本课题以《义务教育语文课程标准》(以下简称《课标》)中的习作评价理念为基点,提出相应的策略。
The evaluation of the exercises is not only to give a final conclusion to one or more stages of the students ’work, but to stimulate the desire of the students to work again through the evaluation of the exercises and to promote the students’ abilities of writing. The level of the exercise is based on the original Get development. It is an intermediate part of the whole process of teaching and a new starting point for the next exercise. However, there is still some problems such as termination of evaluation, lack of pertinence and single form of assessment in the evaluation of senior grade in primary school. The evaluation of primary school students ’assignments is often confined to teachers’ rankings and reviews. Assessment often becomes a teacher’s saying. Take into account the actual level of students, the process of writing, the development process of learning ability and the inner feelings of writing. In view of this, this subject puts forward the corresponding strategies based on the concept of work evaluation in “Compulsory Education Curriculum Standard” (hereinafter referred to as “Curriculum Standard”).