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问题的提出 语文教学的“最终目的为:自能读书,不待老师讲,自能作文,不待老师改。老师之训练必作到此两点,乃为教学之成功”(叶圣陶语)。故历届高考,都把阅读和作文作为语文考核的基本内容。以86届高考为例,语文知识,阅读(语体和文言各半)和作文的比分为7:5。 高考语文阅卷,语文知识和阅读的评分,历来误差不大,随着命题向标准化的靠拢,这两部分的评分,将更易于接近或达到科学化。惟独作文,不仅评分难以标准化,而且误差相当大,不能较为准确地评定考生的写作能力;不利于高等院校选拔合格的新生。鉴于此,我们不揣谫陋,拟就高考作文评分中存在的问题,提出初步改革评分办法的构想,抛砖引玉,以期引起广大语文工作者的思考与研讨,使高
Putting forward the problem The ultimate goal of language teaching is: to be able to read, not to speak with the teacher, self-composing, not to be changed by the teacher. The teacher’s training must be done in these two points, which is the success of teaching” (Ye Shengtao). Therefore, all previous college entrance examinations used reading and composition as the basic content of language assessment. Taking the 86th college entrance examination as an example, the scores on language knowledge, reading (syndrome and classical Chinese half) and composition are 7:5. The scores of the Chinese language in the college entrance examination, and the scores of Chinese language knowledge and readings have historically been inaccurate. As the propositions converge toward standardization, the scores of the two parts will be more accessible or scientific. Only composition, not only is the rating difficult to standardize, but also the error is quite large, can not more accurately assess the candidate’s writing ability; is not conducive to the selection of qualified freshmen in colleges and universities. In view of this, we are not condescending to propose the concept of initial reform of the scoring method on the problems existing in the college entrance examination essay grading, and to arouse the thinking and discussion of the majority of language workers to make it high.