Composition review is an essential link in the process of primary school composition teaching, and it plays a very important role. The "Curriculum Standards" for Chinese language in primary schools points out that the evaluation of students should be conducive to motivating and promoting the development of students' Chinese proficiency. Teachers occupy a central position in the evaluation and correction of students' homework and are the first person responsible for correcting their homework. The teacher's correction role is mainly reflected in providing guidance on students' writing methods, revision methods and intellectual aspects, guiding students' thoughts and feelings expressed in their writing, encouraging students, and constantly stimulating students' interest in writing, thereby Continuously improve students' writing skills. Next, I communicated with the teachers from two aspects.
1. Basic knowledge of student composition correction
1. Correction requirements. Our current general requirements for grading essays are eyebrow marking, general marking plus grade. General marking for senior grades is sometimes replaced by marking symbols, and students translate the meanings of the symbols. (Use slide show)
Meibubiao is a comment next to the exercises. It is the most targeted correction method and transmits the clearest correction information. It doesn't take much time, but the instructions are clear and easy for students to understand and absorb and modify. Meipi requires comments to be concise and targeted at specific issues, and sentences to be pertinent and inspiring. Eyebrow review is to praise students' emotions, attitudes, values, methods and processes for collecting and sorting out information, thinking and language highlights, to clear up disease points, and to guide new growth points. Note that the focus of the correction is consistent with the requirements of homework training.
The general batch is a relatively comprehensive diagnosis and an incentive made by the teacher based on the training requirements. The general review is most afraid of being divorced from the reality of students' homework, saying some clichés and empty words, and most afraid of being divorced from the student's homework stage, and writing some deceptive "encouragement and praise", or "guidance" that is confusing and incomprehensible. The overall evaluation must be targeted, meet the requirements of the assignment, meet the students' actual situation, be objective, realistic, appropriate, and vary from person to person.
Whether it is an eyebrow review or a general review, we must pay attention to: the teacher's corrections and comments must respect the students. Generally, they do not make precise corrections, but make more and less corrections, and provide more tactful suggestions and appropriate reminders. Students should be praised for their originality in writing. Dissent must be respected; misunderstanding must be tolerated. Do not write comments that students cannot understand, do not write empty terminology, and it is forbidden to write sarcastic reprimands that hurt students' feelings. Make more changes and make less changes, and consider and judge from the students' perspective and height; pay attention to inspiring and guiding students to slowly improve and modify themselves. Because the improvement of students' writing skills ultimately depends on the students themselves.
Face-to-face review is a way for teachers and students to communicate face-to-face on student work and provide guidance. There are two methods: one, one-to-one, that is, one teacher to one student. Second, one-to-several, that is, one teacher versus several students. Because face-to-face marking is highly targeted, I think it is a very effective way of correcting essays and is very conducive to the improvement of students' essays. Especially in the initial stage of student composition, for middle and senior students who are not yet familiar with writing, face-to-face evaluation is very effective.
About big compositions and small compositions. For major compositions stipulated in the textbook, the points of stylistic and language training for the exercises are clear. Of course, the correction must be more careful, and correction and guidance should be carried out around the requirements of the exercises in order to investigate and correct one's own teaching of the exercises. You can’t just use symbols when revising a large composition. Small compositions are usually small writing exercises and weekly journals. They can be slightly marked and the form can be more flexible. Generally, there are eyebrow marks and grades.
2. The content of the correction.
1 Is the format correct? (Mainly refers to practical texts)
2. Find typos. Mark the typo in the original text and write the correct word after it.
3 Find the wrong sentences. Select the wrong sentences and underline them.
4 Punctuation marks. Emphasize the use of periods, quotation marks, exclamation points, question marks, etc.
5 Check whether the center of the article is clear and concentrated.
(The above five points are the minimum requirements for revising the article.)
Based on the requirements of this exercise, see whether the center of the article is clear and concentrated.
Look at the selection of articles. Including three points: whether it is centered around the center, whether it is consistent with the reality of life, and whether it is typical.
Look at the article structure. Including three points: whether the hierarchical paragraphs are clear, whether the transition is natural, and whether the beginning and end correspond.
Look at the expression. The main thing is to see whether it meets the requirements mentioned in the composition guidance.
See whether the language is concise, smooth and profound. Concise language means not repetitive or wordy, concise and concise. Fluency means that the article is easy to read and not awkward. Profoundness means that the article has insightful insights, can grasp the essence of things or issues, and express one's true feelings.
3. Correction symbols
Draw a circle under good words and sentences. Circle the typos and put a correction symbol behind them. Underline sentences that do not make sense. The delete sign is a symbol for deleting words, words, and sentences. Adjustment marks are symbols used to adjust the order of characters, words, and sentences. The supplement number is a symbol for adding words, words, and sentences. It is generally used above the words, words, and sentences that need to be added. The line number is a symbol that starts a new paragraph. The line wrap number is a symbol for downgrading and indenting, and is used to indicate that the word line is to be moved back. Off-space sign: ## Off-space sign is a symbol that represents blank lines and spaces. Blank line number: >. Blank line number is a symbol that represents a blank line or an indented line.
2. How to make composition correction more effective
Composition correction must be more effective. Students can read the comments that teachers have worked so hard to write seriously. Then the teacher’s comments must be liked by students. It is attractive to students and students are willing to accept it.
1. Correction of essays should be in various forms, timely and effective.
(1) Correctly understand the nature of primary school students’ compositions and the purpose of teachers’ composition correction. The evaluation of essays should be individualized and should be based on encouragement. Some students' compositions must be "refined", while other students' compositions can be "generalized". You must not use a unified standard to "one size fits all".
(2) Look for the highlights in students’ writing, encourage them on their progress, and stimulate their interest and confidence in writing. Especially students who have difficulty with homework. (Slideshow)
(3) Involve students. (Use slides to show examples: how to correct typos, eyebrow correction suggestions, discussing writing methods with students and experimental examples of green evaluation topics in composition, etc.)
(4) Make timely corrections and pay attention to comments. Small pen practice is time-sensitive, and it is best to give feedback on the same day. It is best to give feedback on large compositions once a week. Because there is a waiting period for students to submit their essays, I hope the teacher will send them out soon, and I would like to see if I have made any progress. Therefore, it is best for us to give feedback during the student's expectation period, which is more in line with the child's expectation and our criticism will be more effective. It is best to give praise in comments that are broader and bigger, so that most children can receive varying degrees of encouragement, thus laying the foundation for the next homework. Students will have more confidence and work harder on the next homework. (The slide shows the composition correction record.)
2. Students and parents participate in the composition correction
Mr. Ye Shengtao reminded us: "The essays must be corrected by oneself, and students have learned how to correct themselves. Only if you have the ability to write well. "The "New Chinese Curriculum Standards" emphasize that students should "nurture the habit of revising their own compositions." After students complete composition training, whether it is a large composition or a small composition, students must be trained to revise their compositions. Teaching students to revise their own compositions is one of the purposes of composition teaching, and it is also a way to liberate teachers from the heavy workload of grading compositions.
First of all, we must make it clear that in cultivating students' revision habits and abilities, the differences between the lower, middle and higher school stages are also very significant. Let the children in the lower grades know: "Let your ears be the little teacher." Write a sentence or two, read it gently by yourself, and find and correct obvious errors such as omissions and extra words. The middle-grade curriculum standards require "Learn to correct words and sentences that have obvious errors in the exercises." By the time senior students have finished writing the exercises, they must develop the habit of self-reading, revising, and mutually correcting and criticizing each other. This is not just about adding missing words and typos, but also about clearing up sentences. , and also need to be able to modify the paragraphs that cannot grasp the characteristics and write unspecific sentences according to the key requirements of the exercises. Do not push students to revise their own homework, but cultivate students' ability to revise their homework step by step according to the requirements of each academic stage.
Secondly, we must teach students how to do it. Teachers should set more examples and often select some representative exercises to evaluate with students. At the same time, the content that students are required to correct can range from simple to complex. They can start with finding typos, punctuation marks, etc., and then move on to the content, requirements, writing methods of the exercises, etc., from easy to difficult, step by step.
Thirdly, the teacher cannot just let it go. The teacher must review and approve the assignments that the students have approved. The review and approval can be a little sparse. The main thing is to find out where the students have done well, praise and encourage them, and provide guidance on the shortcomings. . Let students continuously improve their ability to revise compositions and slowly master the methods of revising compositions.
Finally, not all exercises are left to students to modify. They must choose topics that students are familiar with and the content of the exercises is close to students’ lives. You can choose one or two exercises a semester and let students review and revise them.
When parents participate in the evaluation of students’ homework, they should not be too demanding and should be selective. First, parents have different knowledge levels, and second, parents are usually quite busy. Parental participation is mainly to let parents understand their children's homework, provide parents with opportunities to communicate with their children, and enable students to develop the habit of communicating with their parents at home. The exercises that allow parents to participate in the evaluation can be those whose contents are familiar to parents or are related to parents. This will facilitate parents' evaluation and is easy for parents to accept.
(Slideshow of compositions evaluated by parents)