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作为一名初中语文教师,在作文教学中常常会出现这样的尴尬:教师辛辛苦苦、认认真真批改的作文发到学生手中,学生竟弃置一边、不屑一顾。这对教师、学生都是一种苦恼。造成这种“苦恼”的根源是什么呢?长期以来,在“师道尊严”观念的束缚下,作文评语几乎形成这样两种模式:好作文的评语多是“中心明确、重点突出、结构完整、感情真挚、语言流畅”;而差的作文评语则是“内容空洞、层次不清、详略不当、语句不通”。这种过多地强调写作技巧的程序化、公式化的作文评语,哪一个学生愿意理会呢?
As a junior high school language teacher, it is often embarrassed in composition teaching that the teacher worked hard, the piece of writing she admitted seriously went into the hands of the student, and the student abandoned her side and dismissed it. This is a distress to teachers and students. For a long time, under the constraint of the concept of “teacher’s dignity”, the composition reviews almost form two patterns: the comments of the good essay are mostly “the center is clear, Focused, structural integrity, sincere feelings, language fluent ”; and poor essay comment is “ content is empty, the level is unclear, the details are not appropriate, the statement does not pass. ” This program emphasizes too much writing skills, formulaic composition reviews, which students are willing to ignore it?