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在评定学生作文的过程中,一向存在的倾向性缺陷是客观依据不够,科学性不强,主观性、随意性、情绪性较突出。一篇作文的的优劣,给分多少,不同的评定者标准不同,同一评定者前后的标准也不同。这种情况的产生,是由于没有客观量表,评定时没有客观标尺。为了促进作文评测客观化、科学化和系列化,笔者组织了我系部分高年级学生,在小学生毕业考之后,统一会考之前,用团体测查方式,在一个小学的毕业班,共114人(男女各半)中进行了作文测评的初步尝试。
In the process of assessing students’ composition, there have always been propensity defects that are not objectively based, scientifically weak, subjective, arbitrary, and emotionally prominent. The merits and demerits of a composition, the number of points given, the criteria for different raters, and the criteria before and after the same rater are different. This situation arises because there is no objective scale and there is no objective scale for assessment. In order to promote objectivity, scientism and serialization of composition evaluation, the author organized some senior students of our department. After the graduation of primary school students, before the unified examination, a group of 114 graduates in a graduating class at a primary school was used. A preliminary attempt at composition testing was conducted in half of men and women.