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一、命题依据 1982年中央教育科学研究所教改实验小组的同志来校检查《初中实验课本》实验情况时提出“作文分项批改法”的意见。这是命题依据之一。《中学语文教学大纲》中提出“评改是要启发学生认识自己的作文有什么优缺点,领悟到该怎样写,不该怎样写,经过多次反复的写作实践,逐步提高写作能力。”“指导学生自己修改或组织学生互相修改”。这是命题依据之二。国家教委考试管理中心“高考作文评分误差控制课题组”提出“分项分等评分表”(即内容、语言、结构、文面),这是命题依据之三。鉴于以上的考虑,改革传统的写一个总分的做法,试行了“作文分项批改法”的作文批改方法,这对提高作文批改率,是有可取之处的。二、具体做法:
First, the proposition basis In 1982 the Central Education Research Institute reform experimental group of comrades came to the school to check the “Junior Experimental Textbook” experimental situation when the “approved composition of the article” method of opinion. This is one of the basis of the proposition. The “Chinese Teaching Syllabus for Middle Schools” puts forward “The evaluation is to inspire students to understand their own advantages and disadvantages of the essay, to understand how to write, not to write, and to gradually improve writing skills after repeated writing practice.” Students themselves modify or organize students to modify each other." This is the second basis for the proposition. The State Education Commission’s Examination Management Center “group of scores for error assessment of college entrance examination composition” put forward a “point-by-point scale” (ie, content, language, structure, and text), which is the third basis for propositions. In view of the above considerations, reforming the traditional way of writing a total score, the writing method of “compositional criticism” has been tried out. This has merit in improving the composition correction rate. Second, the specific approach: