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背景一直以来,我们都是这样对待学生的作文:首先,总是像啄木鸟似地努力把作文中的错别字“啄”干净:接着,又如圣者那样,喋喋不休地评点作文选材新否、立意妙否,中心明确否,如此“指点江山”后还得像能工巧匠那样斧正孩童的习作篇章结构。最后,自然忘不了“贴”上永远只能代表自己的“分数”,全套流程方可告一段落。对此,我们都不陌生。但,学生总是不领情:大部分学生看完分数就把作文本往抽屉里一塞。老师在评语中指出过的错误,这次作文又犯了,有时下次再重复,这样周而复始,作文成为学生的最“怕”。那么,对学生作文究竟应该如何评改呢?
Background All along, we have treated students like this: First of all, we have always tried to “clean up” the typos in the composition like the woodpecker. Then, like the Holy One, we constantly commented on whether the composition was new or not. No, the center made it clear whether or not such “pointing to the country” has to be like an artisan’s job as a skilled craftsman. In the end, naturally forgetting “posting” can only represent your “score” forever, and the whole process can come to an end. We are no strangers to this. However, students are always unapologetic: most students read a score and put a text in a drawer. The teacher pointed out the mistakes in the comments. This essay was guilty again, and sometimes it was repeated again and again, so that the composition became the most fearful of students. Then, how should the student’s composition be judged?