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作文难,评改作文更难。多少年来,“精批细改,全批全改”成了衡量中小 学语文教师工作能力和态度的重要标志。学校和家长也都认同此理,认为只有这 样做的语文教师,才是最认真、最负责、最优秀的教师,而处在风口浪端的语文 教师却叫苦不迭,将学生的作文圈点成“满堂红”,累死累活不说,学生的作文 水平并未见多少起色。 其实,造成这种现象的根本原因是人们的认识问题。长期以来,作文教学中 教师常常比较重视指导学生如何去写作文,而对于写完之后该如何指导学生去修 改作文,却很少考虑,而这一点恰恰是制约学生作文能力的瓶颈。尽管教师朱批 满篇,但学生很难甚至根本不愿去理解教师的良苦用心。教与学严重脱节,造成 学生难有大的长进的状况也在情理之中了。因此,这种费时费力,高耗低效的评 改方法到了非改不可的地步了。
Writing is difficult, and it is harder to comment on composition. For many years, “fine-grained, meticulously reformed and all-round reformed” has become an important symbol for measuring the working ability and attitudes of Chinese language teachers of primary and secondary schools. Schools and parents also agree with this view. They believe that the only language teachers who do this are the most serious, responsible, and outstanding teachers. The language teachers who are in the turmoil are agonizing, and point the students’ composition circle into a “full house”. The students’ composition has not seen much improvement. In fact, the root cause of this phenomenon is people’s understanding. For a long time, teachers in composition teaching often pay more attention to instructing students how to write essays. However, how to guide students to revise essays after writing is seldom considered. This is precisely the bottleneck that restricts students’ ability to write. Even though Zhu is a full-time teacher, it is difficult or even impossible for students to understand the good intentions of teachers. The serious disconnect between teaching and learning makes it difficult for students to make great progress. Therefore, this kind of time-consuming, labor-intensive, high-efficiency and low-efficiency assessment method has reached a point where it cannot be changed.