Question 2: How to correct primary school students' compositions and give them excellent comments is helpful to improve students' writing level, make students self-esteem, self-love, self-confidence and self-improvement, and guide them to the correct life path. Composition evaluation builds a bridge for communication between teachers and students, so that teachers and students can enjoy teaching and learning together. So how should the current students' compositions be changed, especially the junior three students who just learned to write, in order to better practice the teaching objectives of the new curriculum? First, teachers and students enjoy happiness in mutual reading. When setting the goal of the initial stage of homework, the new curriculum standard pays attention to cultivating students' interest in homework and enhancing their self-confidence. The purpose is to make children willing to work, love to write homework, and change me to write for me. "New Curriculum Standard" requires students in grade three and grade four to be willing to express themselves in words and enhance their self-confidence in practice. Students are the main body of learning, and there are differences. Due to the differences in intelligence level, life experience, understanding and expression ability, students' exercises are inevitably deficient in one way or another. We must face up to this individual difference and different learning needs among students and protect their curiosity and thirst for knowledge. While facing the whole, we should give consideration to individuals, pay attention to teaching students in accordance with their aptitude, and try our best to create conditions to stimulate their potential. Therefore, we can use the method of grading homework, that is, teachers should first be loyal readers of students' homework, change from criticism-oriented to appreciation-oriented, and grade homework at different levels so that every child can gain something. 1, a wonderful comment is the icing on the cake to encourage excellent exercises, and arouse children's strong desire for it by going up a storey still higher. We can revise his articles from the perspective of appreciation, and the typos and ill sentences must be corrected, which is very important for improving children's writing ability. After all, children are still young, and their ability to accept corrected words and sentences is still quite fast. After reading the teacher's revision, it is not easy to make mistakes next time. Therefore, when correcting students' compositions, we need to modify the articles to varying degrees, not all of them, but only fine-tune them and write thoughtful comments. In addition to the teacher's correction, students can occasionally change each other, so that students have an opportunity to learn from each other, appreciate each other and promote each other. After correcting each other, the teacher will put it away for revision. Of course, this situation should not be used more. After all, it is a third-grade child. We just use this form to let children experience the fun of correcting compositions. No matter how to correct students' compositions, teachers should correct them in time, respect children's reality, crouch down and listen to the sound of flowers, and can't replace children's childlike innocence with adult consciousness. Second, let students taste happiness in reading comments. Suhomlinski said that interest is the best teacher. Our "new curriculum standard" requires students to write down what they have seen, heard and thought in an informal way when they start practicing exercises. Emphasize true expression, just write what it is in fact, and don't write it out of shape. This can give greater play to the role of comments and grading, and better stimulate students' motivation to do homework. For example, comments on students' exercises should be specific, encouraging and suggestive, so that students can see their progress, know the existing problems and know how to modify them. For example, I commented on students' travel notes: Seeing that you have written so many interesting things, the teacher can't wait to fly over and feel your happiness. If you can write in a certain order, everyone will definitely share your travel happiness more quickly and easily. Can you try it? For another example, when grading students' homework at ordinary times, it is advisable to use more vertical ratios (students are now compared with before) and less horizontal ratios (classmates and classmates). When grading, you can't use the ruler of gifted students to measure the composition scores of average or poor students. For those exercises that have basically reached the training goal or have distinctive personality and creativity, high scores or even full marks should be given. At the same time, we should also pay attention to different people and treat them differently. Comments should be easy to understand, written from the child's point of view, empathize with the child, encourage and praise the child's advantages. We should understand that even the worst article will have its bright spots. Even a vivid sentence, a vivid word; Or a punctuation mark is used correctly, and a word is written better than before As long as students have the desire to work and can write hard, they should be affirmed and enhance their interest in work. Only in this way can they be closer to their children's hearts. Give someone roses, hand incense, so that students can understand the truth in the teacher's comments, improve their understanding and taste happiness; Only in this way can they be encouraged ... >>
Question 3: How to correct primary school students' compositions When our students write an imperfect composition full of love for life and give it to the teacher for correction, they are expecting the teacher to appreciate their composition with the same love and sincerely point out the shortcomings of the composition for improvement. However, some of our teachers, like judges, coldly "judge" students. Good composition unity is: clear center, specific content, clear organization and fluent sentences. The unity of medium composition is: clear center, specific content, clear organization and fluent sentences. The unity of the composition is poor: the center is not clear, the content is not specific, the organization is not clear, and the sentences are not fluent. The teacher's cold attitude, coupled with this tag-like comment, gradually cooled the students' fiery hearts. They don't like reading teachers' comments, and their enthusiasm for writing gradually cools down as time goes by.
In fact, primary school students' composition is not only the embodiment of their writing ability, but also their personal experience in life practice. Therefore, teachers' comments should be guided not only in writing methods, but also in students' learning psychology, moral quality, behavior and so on. Therefore, from the perspective of understanding and respecting students, teachers should change the image of teachers as preachers in previous comments, talk to students on an equal footing, patiently communicate with students' hearts, and stimulate students' writing enthusiasm. Therefore, composition evaluation must be optimized. I think that optimizing composition evaluation should achieve the following four points:
1. Appreciation.
Appreciating students means asking teachers to lean down to see students and carefully capture their bright spots. Children's world is rich and colorful, full of fantasy and expectation, which requires teachers to discover and care carefully. Because of the differences in cognition, environment and education, each child's personality is different. We should observe children's world with children's eyes, experience joys and sorrows with children's hearts, and let every child think, discover and express himself.
Second, motivation.
When students' writing enthusiasm is mobilized, teachers should take good care of students' writing enthusiasm all the time, that is, constantly encourage them to write good compositions. Teachers should set different requirements for different situations of each child, and also set different requirements for different stages of each child, so that they can improve step by step. At this time, the teacher is like a ladder, allowing students to step on the ladder to pick fruits and experience the joy of success.
Teachers' comments on students' compositions should not be rigid and rigid, which will dampen children's enthusiasm. Teachers should point out "one short" tactfully and sincerely on the basis of "counting children and ten long", which is the goal that students should work hard next time, and this goal should not be too difficult, so that students can accomplish this goal with a little effort.
Third, guide
The composition comes from the students' hearts and hands. Because their ability to accumulate and use language is not very good, and because their life experience is not too rich, there are bound to be some shortcomings in their compositions, which requires teachers to give targeted guidance in comments.
(1) Grammar Guide
It is normal for primary school students to write compositions, mostly semi-finished products, with many shortcomings and problems. We can't use literary standards to demand students. If students use thoughtful comments, they are more likely to accept the shortcomings in their compositions. This student is also a good thinker. He has an urgent sense of manhood and dignity, and how eager he is to be respected and recognized by others. After reading the comments, I feel that the teacher is discussing with myself, and my understanding of my own value arises spontaneously. Is it possible to change this word? This sentence is too long. Can you separate it with punctuation marks? Are you right? What else will you see when you go again? Wait a minute. Only in this way can students have the enthusiasm for writing and speak freely.
Discussion comments not only give full play to the role of teachers' comments, but also stimulate students' initiative to participate. Suggestions on students' compositions or thoughts and behaviors are put forward, so that students can consciously modify their compositions and adjust their words and deeds according to the guidance of teachers, and remarkable results have been achieved. At the same time, it increases the enthusiasm of students to modify their compositions and improves their ability to modify their compositions.
(2) Guidance in life.
"Learn to be a man first, then learn to write" and "Write like a man" all illustrate the relationship between composition and being a man. Our present composition teaching often only pays attention to the guidance of students' writing skills, but ignores the educational function of composition. In fact, both adult articles and primary school students' compositions more or less reflect their world outlook and outlook on life, which is a manifestation of their ideological quality and moral behavior. Work in progress >>
Question 4: How to correct primary school composition 1? Purposeful correction.
Correcting students' compositions must first have a clear purpose. The purpose of doing this is to cultivate students' writing interest and revision ability and improve their writing level. When correcting students' homework, teachers should take different measures for different students: for students with particularly good foundation, teachers only need to affirm their achievements and put forward clear suggestions for revision; For students with good foundation, teachers should point out their shortcomings and teach them how to modify them; For students with poor foundation, teachers should care more, encourage more and help more, and try to find out the bright spots of the composition to praise. Of course, if necessary, they should make "face-to-face changes". In writing teaching, teachers should communicate with teachers and students, so that students can learn to revise quickly and enhance their self-confidence in revising their compositions.
2. Boldly explore effective correction methods.
Improving the effectiveness of composition correction is a long-term work. While learning advanced experience, teachers should boldly explore, not afraid of difficulties and failures, and boldly explore ways to improve students' writing ability and revision ability according to their own characteristics and students' actual situation.
3. Correcting should be pragmatic.
Correcting students' compositions should not be for exams, but for practicality. Teachers should make students get what they deserve by correcting. For example, they should learn how to choose materials and how to express them. They should understand the advantages and disadvantages of their own articles and make clear the direction they should work hard. Teachers' comments should be long and short, so that students can understand the reasons for poor composition writing and the ways to improve it. Students should understand that although their composition is well written, there is still room for improvement and they can write more brilliantly.
4. Teach students to revise their compositions.
Mr. Ye Shengtao said: "The purpose of composition teaching is to enable students to write by themselves without waiting for the teacher to correct it." Therefore, teachers should teach students how to use correction symbols to correct their compositions. For example, they should teach students to "add", that is, add words, phrases, sentences and paragraphs, "delete", that is, delete redundant parts, "tune", that is, change the position of words and phrases, and "change", that is, replace inappropriate words and phrases.
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Question 5: How to correct pupils' compositions (1) Nowadays, many teachers post pupils' compositions, so they should be allowed to correct their own compositions, so that teachers don't have to be more depressed. The reason is: correcting composition is a very complicated job, but when the teacher has worked hard to correct the composition book, the students look at the results and put them in their schoolbags. They don't write the teacher's comments carefully, and they don't want to revise their compositions. In this way, isn't correcting the composition an invalid job? This view seems reasonable, but it is not. I have always advocated that Liu's primary school students' compositions should be carefully corrected. Theoretically, it is best to revise the composition yourself; But for primary school students, it is still in the process of gradual training. In this process, teachers should firmly grasp their own guiding rights, and friends should play a leading role, and they must not let go in vain. Therefore, the Outline (Draft) points out: "Attention should be paid to the guidance, correction and evaluation of composition." The guidance, correction and evaluation of composition are three links in the composition training of primary school students. Correcting and commenting on lectures is actually another form of guidance. The content of correcting and evaluating classes is based on students' homework, which is targeted and targeted, so it is more practical and can play a guiding role. How to fine-tune primary school students' compositions? I think we can adopt different ways, such as batch reform, teacher-student reform, face-to-face evaluation and self-reform.
Question 6: Talk about how to correct the composition. 1. Don't write big words or cliches. Some Chinese teachers write cliches just to "see the red". Such as "incomplete structure", "not prominent center", "improper material selection" and "improper details" and so on. What effect does it have on students? Reading is boring. If the structure is really incomplete, then why not arrange a suitable structure. Maybe we ignore the students' ability. As long as you point it out, he will write in this structure next time. Therefore, these empty words will not only improve students' writing level, but also dampen their enthusiasm and lose their self-confidence. For students, after writing an article, they really want to see how the teacher evaluates it. Students will be disappointed when B sees these empty comments. Therefore, the comments on the composition should focus on small things and be implemented. We should specifically point out the existing problems, give solutions or indicate the direction. Some good places should also be clearly pointed out. As small as a sentence, the use of a word. Only these tiny points can make students feel your concern and your attention to his articles. One more lap will change the seriousness of the students. Second, we should be good at discovering the bright spots of students' compositions. We always complain about how poor students' writing is. If you always use this mentality to correct your composition, it will be a very painful thing to correct it. Because there must be something wrong with the students' homework and they are still learning to write, how can there be no problem? We should not only see the problems, but also see the highlights in the article, even if it is the use of a word. Perhaps it is this circle that ignites students' writing. Therefore, we should change our condescending mentality, communicate frankly with students on an equal footing, and concentrate sincerity in our comments, so as to gain the trust of students, and students will truly record their emotions and feelings in their compositions, and be willing to speak their minds, thus writing a good composition with rich content and true feelings. For example, writing about exam pressure, growing pains, secrets hidden in your heart, surfing the Internet, and liking the opposite sex ... When correcting, you should pay attention to communication, try to go deep into students' hearts, stand in their perspective, and participate in their spiritual roaming. I once had a student who wrote in her composition: "My family is poor and my parents prefer boys to girls, so my life is boring … I always hold my head high and I am afraid of everyone's eyes". For such an article, we can not simply judge it as a composition, but should regard it as an opportunity to communicate with students. We should be loyal listeners to students. I quoted a famous saying to encourage her: "Don't be sad, don't cry, the melancholy days will pass …". These simple words made her raise the sail of life again. Since then, every time she writes a composition, the lines between the lines are always sincere and full of true feelings. Middle school students have a strong rebellious attitude, so we should guide them step by step and communicate with them equally. Instead of opposing and denying with an authoritative face or killing with a stick, this will only dampen students' consciousness and directly affect their creative desire next time. For example, "But did you write this yourself?" "The expression is unclear and the content is simple." "Do not meet the requirements, rewrite!" "The article is very dull, like a cup of boiled water, tasteless!" If it's so ugly. For students' composition, we should be good at "making something out of nothing", find out its bright spots, and don't be stingy with our own praise. It is necessary to specifically point out the shortcomings without losing euphemism. When commenting, you should be full of affection, express your expectations, care and love for students with emotional comments and red pens, so that students can gain confidence and strength for progress. Third, targeted, comments in place to write a composition evaluation is a very nerve-racking thing. What can be written properly? How to write is more acceptable to students? How to arouse students' enthusiasm for writing? In the face of different students' compositions with different characteristics, what kind of comments can avoid similarity? All these require teachers to rack their brains and think hard. Most students attach great importance to teachers' comments and are willing to follow their instructions. This requires teachers to pay special attention to the writing of comments, identify problems, grasp key points, point out key points and point out methods. Because of the busy work, comments often require brevity, labor-saving, anodyne, unclear semantics and even jumping to conclusions. What's more, put a few pages of "Composition Evaluation Collection" on the desk, and then "pick" a few words in the composition book after reading it. For example, "this article has a complete structure, but the hierarchy is unclear", "it should be written more specifically" and "not bad" ... What is the confusion about the hierarchy? How to write it specifically? What is "can"? > & gt
Question 7: How to correct the composition dream in the fifth grade of primary school is the driving force for one's growth. There is hope only when there is a dream, and dreams are happiness, and dreams can make youth stay forever ... But now the society is impetuous, and some people are forced by the pressure of work and life to have a crisis of faith; There are still many people who feel confused and lost because of high housing prices, unfair social distribution and sub-health. It is precisely because of the emergence of dreams and beliefs that Master Zhang and Li Shenxian have been achieved. What is even more worrying is that this impetuous social sentiment is inevitably transmitted to teenagers, resulting in such unhealthy phenomena as "being better than dad", "learning well is better than marrying well", "being addicted to online games", "being vulnerable and suicidal" and "being tired of studying and skipping classes". To correct these thoughts or behavior habits, we only need to guide teenagers to have their own dreams from an early age and stick to them.
Let a person have his own dream, often at that moment, which may be based on someone's words, influenced by someone, or touched by something. There was a spark at that moment.