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“作文教学效率低”,几乎成了大多数语文教师共同的苦恼。原因是多方面的。但最关键的一点,是在作文教学的过程中,谁唱“主角”,也就是谁为主体的问题。大多数语文教师,在作文教学的前两个环节,即作文指导和作文写作中,是比较重视发挥学生的主体作用的,但却把作文批改环节,仅仅视为教师的事,或者视为无足轻重的次要环节;有的教师甚至认为,学生把作文写起了,一次作文教学任务也就完成了。于是,有的教师把学生的作文本拿下去后,又圈又点又批又改,改得十分辛苦,而学生呢,却仅仅看看分数和老师的评语就搁置一边了事,真是可惜教师一腔心血!有的教师,把学生的作文本拿下去后,搁置一两周,事到临头才草草批改,发给学生,敷衍了事。
“Essay teaching is inefficient” has almost become the common distress of most language teachers. There are many reasons. But the most crucial point is that in the composition teaching process, who sing the “protagonist”, that is, who is the subject of the problem. Most of the language teachers in the composition of teaching the first two links, that is, writing guidance and writing, is to play a more important role in the students, but the composition of the reform section, only as a teacher, or as trivial The secondary links; some teachers even think that the students wrote the essay, an essay teaching task is completed. Therefore, after some teachers took the students' composition copies and turned them around again and again, it was very hard for them. However, when the students looked at the scores and the teacher's comments, they were put aside. It was a pity that the teachers In a short period of time, some teachers took a week or two for the students' copywriting, and finally approached the students for criticism and perfunctories.