How to reform the way of composition evaluation and improve students' writing quality

Students' writing ability reflects their comprehensive Chinese ability. How to evaluate and correct students' writing ability has always been a hot and difficult issue for Chinese educators. At present, there are the following misunderstandings in composition evaluation: First, the teacher corrects the composition specified in the Chinese textbook too carefully. Many misspelled words and sentences are replaced by teachers. It is difficult to improve students' immature language by "elegant" correction according to their own preferences. Second, for the exercises written by students, teachers use more critical comments than guiding comments. For example, "the center is not clear", "the narrative is too general" and "the attitude is not serious" ... Over time, students lose their due understanding and interest in composition. I think I just write, and the revision is the teacher's business. The existence of these problems reflects that teachers have neglected the study of evaluation in the process of composition teaching. Therefore, there is no strict requirement for the evaluation of the composition. In view of the above problems, I think correcting composition is the most important aspect of composition evaluation. Correction should not be limited to the composition text itself, but should pay more attention to the people behind the text-students. In recent years, many colleagues have put forward various methods of composition evaluation, which provide some new ideas for composition evaluation. Therefore, based on more than ten years of teaching practice, the author has accumulated the following practices for your reference:

First, I have carried out the teaching practice of students' mutual evaluation of compositions, that is, the mode of "self-revision-mutual revision-self-revision-group evaluation". My specific approach is:

1, students modify it by themselves. After writing the draft composition, students should first revise their composition from several aspects. First of all, they have to correct typos and wrong punctuation, then they have to correct sick sentences and unsmooth sentences, then they have to find materials that have nothing to do with the center, and then they have to correct them according to the focus of this training. Finally, they should write what they think is good and give their own scores.

2. Students in the group comment on each other. Point out the contents, requirements and methods of review to students, so that students can get specific guidance and practical training. In the practice of evaluation and reform, both knowledge and law are taught. Focus on eliminating students' blind psychology of "not knowing where to change and how to change". In the process of asking students to change themselves and each other, teachers can't stand by and let themselves go. Teachers should provide standards before correcting, so that students can correct according to evidence. Our standard is this: whether the font is beautiful and correct, and whether the handwriting is clean and tidy; Typo, it is required to mark the typo in the original text and put a box in the next batch; Punctuation marks, emphasizing the use of periods, quotation marks, exclamation points, question marks, book titles, incorrectly marking the original text, and modifying it at the margin of the batch; Whether the number of words is up to standard; Whether the content is specific, whether the feelings are true, whether there are fragments, and whether the structure is complete; Whether the language is fluent and the words are accurate. Ill sentences should be underlined in the original text and corrected in the next batch or the original text. Of course, in the process of correcting, the requirements for students of different levels are also different, so as to avoid some students always failing to meet the requirements and having fear. Correcting is also done in several steps with a pencil. First, correct the misspelled words and wrong punctuation marks, then correct the ill sentences and unsmooth sentences, then find materials irrelevant to the center, then make corrections according to the focus of this training, and finally write what you think the other party has written well and your suggestions.

3. Make the second revision yourself. Students can modify their own opinions and suggestions, and the process of modification can make students better develop the habit of doing things. Nothing in the world can be done overnight. Only by going through hardships can we gain something. It's better to rewrite it, the level will improve quickly.

4. Communicate and evaluate within the group. Students' exercises are exchanged in the group, and then a better composition is selected in the group to participate in the class evaluation. The exercises that won the first and second place in the class appraisal are published in the class by posting on the wall, class tabloids and other methods.

Second, the reform of teacher evaluation methods.

1, and the evaluation content is diversified. We advocate the diversification of evaluation content, so that every student, especially those with poor writing ability, can enjoy the happiness of success. Standards vary from person to person, from text to text, from time to time, and there is no rigid unity. As long as students make progress, teachers should be sure. Some students express their true feelings in their compositions, although there may be some deviations in the composition content and practice requirements. Such exercises should also be encouraged by good grades to arouse their enthusiasm and initiative in writing.

2. Correcting should conform to students' reality and teach students in accordance with their aptitude.

Some exercises have nothing to say, so when correcting, we should focus on guiding students to choose materials that can express the center, so that they can be written in detail step by step; Some articles are more complicated, so when correcting, we should focus on guiding students to choose materials, tailoring them around the center, and be meticulous, appropriate and clear-cut; Some articles can choose some materials, but the materials are not typical enough. When correcting, we should focus on guiding students how to choose typical materials to make the article profound and infectious. Some exercise words are not satisfactory and upside down. When correcting, we should focus on helping students correct sick sentences and write articles smoothly, rather than demanding too much. In short, every time the composition is corrected, students of different levels should have their own income. Generally speaking, the poor can be "changed to more batches and less", but try to keep the reserved places in the composition; A good one can "criticize more than change", or point out what is well written in enthusiastic language, or beat around the bush, take advantage of the situation, foster strengths and avoid weaknesses.

3. The function of encouragement and guidance of comments

Evaluation has many functions. Teachers should pay attention to the encouragement and guidance of comments when evaluating students' homework. Be more positive and less critical. When correcting students' compositions, we should try our best to affirm their advantages and point out their shortcomings with euphemistic words. Hobbies are the best teachers. When students have hobbies, they will enjoy them. Pay attention to the art of commenting and stimulate students' interest in writing. I comment on every composition twice. After the student's draft composition is handed in, I will read it roughly first, choose a good one, a medium one and a poor one, evaluate and correct it in class, praise the good ideas, materials and words, point out the shortcomings, and then let the students revise their own compositions and rewrite the ones that are not well written. Finally, the composition handed in will be copied, and the teacher will carefully correct and comment. The second evaluation focuses on praising students who have made progress after the reform. Especially for students with poor writing foundation, teachers should insist on positive guidance and encouragement, fully affirm their little progress, let them taste the joy of success and enthusiastically help them learn to write. In this way, although the teacher is hard, it is necessary. When students are warmly praised by teachers, they will have a strong interest in composition. .

4. Replace "judge-style" indifferent evaluation with "confidant-style" emotional comment. In the process of evaluating students' homework, teachers use "heart" to write every homework comment, and strive to:

(1) full of emotion, accurate language, give students a "prescription". Teachers' evaluation of writing should be emotional, correct and objective, and should not set high demands at will, let alone seek perfection and blame. Comments should be specific and clear, grasp the main problems in students' exercises and comment, point out the direction for students, alert them and gain something.

(2) Guide thinking and inspire students. The teacher does not directly point out the problems in the students' exercises, but tells them euphemistically, leaving space and time for students to think.

(3) Discuss tips and give students "respect". For some unsatisfactory things in students' homework, teachers should pay attention to creating an equal, democratic and relaxed atmosphere, discuss writing problems with students, and work out solutions together to effectively guide students in equal communication between teachers and students. The composition evaluation adopts suggestive discussion tone, which not only points out the shortcomings, but also puts forward constructive suggestions. It is kind and peaceful, easy for students to accept, and more willing to think about teachers' suggestions and modify their own exercises.