从读到写 从评到改——中年级自主习作评改策略

• 作 者: 王恩裕
• 机 构: 山东青岛市重庆路第三小学,
• 出 处: 小学语文教学
• 发表日期: 2015年08期
• 关键词: 三上 苏教版 叶子 带着 课文内容 评价语 长长 多大 作文评改 试写

习作评改,特别是三年级刚起步阶段的习作评改,一直是困扰语文教师的一个高耗低效的环节。教师用心写的评语学生能看懂多少?看完之后对他们的习作修改又能起到多大的作用?带着对这些问题的思考,我开始了中年段自主习作评改策略的研究。策略一:阅读课上关注表达方法几乎每节课我都带领孩子们做文字表达练习。如,教学苏教版三上《做一片美的叶子》,

Reviewing assignments, especially in the early stages of third grade, has always been a high and inefficient link to language teachers. Comments written by teachers intentions Students can understand how much? After reading the modification of their work can play a greater role? With these questions, I began a middle-aged self-evaluation reform strategy research. Strategy one: reading class attention expression method Almost every lesson I lead children to do text expression exercises. For example, teaching Sujiao version III “to make a beautiful leaf”