First of all, define the standards and requirements for each job evaluation.
Let the students participate in the revision of their homework. Without certain review standards and requirements, students are often at a loss and don't know how to start. Therefore, before each revision of homework, teachers should guide students to formulate revised standards and requirements so as to have a unified evaluation. There are two criteria for the evaluation and revision of exercises. The first is "routine requirements", which must be revised in every exercise, such as correcting typos, circling words and sentences, having enough words, using words neatly, writing neatly, modifying punctuation marks, having a complete structure and meeting the meaning of the question. The second item is "the requirements of this exercise", which depends on the different requirements of each exercise. For example, to write a scene, you should use the method of "combining points with surfaces"; When writing a composition, you should write about the appearance, language and movements of the characters. Writing expository exercises requires the use of explanatory methods and so on.
I usually ask students to prepare three kinds of pens. No matter what they do, doing it seriously will get twice the result with half the effort. If they don't take it seriously and go through the motions, there will be no gains from beginning to end. Therefore, every time they evaluate their homework, no matter what form they take, they should emphasize that students should be serious and responsible, let them care about each other's composition books, cherish other people's labor achievements, and don't scribble on other people's composition books casually. After the evaluation, the teacher can evaluate the seriousness of each student's evaluation, which can be group leader evaluation, deskmate evaluation, self-evaluation or teacher evaluation. You can use language evaluation, you can also use the number of stars you choose, or let the group write a summary of evaluation and correction. This eliminates the arbitrariness of students in the process of evaluation and revision.
3. Unified use of standard modification symbols.
Second, the forms of classroom assessment are diversified.
Mutual evaluation and revision of compositions is to change the single mode of teachers' correcting homework. In order to make students interested in correcting homework, teachers should also pay attention to the diversification of classroom evaluation and correction forms. Let's talk about several commonly used evaluation and modification forms.
1, self-evaluation and self-correction.
This is the first step for students to evaluate themselves and revise each other after each student completes the first draft exercise. Each student once again picked up his composition and read it aloud, feeling whether his composition is fluent, vivid and beautiful, and whether there is anything that needs to be revised. He can modify it while reading and writing, or he can modify it after reading it. It takes about ten minutes.
2. Evaluate each other at the same table.
After the students self-evaluate the composition, they exchange homework at the same table and evaluate and revise each other. In the process of evaluation and revision, they should revise according to the standards and requirements of return visit evaluation, write mutual evaluation opinions, and give evaluation grades or scores.
This group will be changed by four people in turn.
Teachers can randomly or arbitrarily group the students in this class, with four people in each group and a group leader. The group leader will correct the exercises, and each student in the group will take turns to correct four compositions and write comments. Then the group leader will organize the members of this group to discuss the four compositions, select the best one, and participate in the selection of "Top Ten Compositions".
4. One-on-one communication and complementary correction.
Teachers can combine students who write well with those who write poorly one-on-one according to their learning situation. Students who write well focus on helping students who write poorly to revise their compositions, and give him patient guidance so that poor students can learn more knowledge from students who write well. Poor students modify gifted students' exercises, mainly by drawing good words and sentences, writing distinctive places and learning the structure and expression of exercises. In this form of correction, teachers should let students know the meaning of correction, and the evaluation should rely on one-on-one cooperation. As long as they make progress and help each other, they can all be praised.
5. Free combination, exchange and mutual evaluation.
Let the students freely combine among the students in this class, choose their own good friends or the most competitive opponents, and respect the students' choices. Students are more interested in correcting, either for a good friend or for a few good friends. After practice, students like this form of correction best. Sometimes teachers can stipulate that at least two students should review each exercise. Through students' interaction in the classroom, students' enthusiasm for evaluation and correction is higher and the effect is good.
6. Member of student expert group.
Teachers can select five to ten outstanding students from the class as members of the expert group to cultivate their evaluation ability and make them better than other students. Teachers can ask the students' expert group members to select the "Top Ten Homework" and "Progress Homework" of each assignment, and select representative ones to show and evaluate in the whole class, so that the expert group members can appreciate, modify and evaluate the assignments, and more students can learn from them through peer-to-peer methods.
Third, pay attention to the guidance of comments.
When students evaluate each other's homework, they can write eyebrow evaluation, side evaluation and general evaluation. When guiding the writing of comments, we should emphasize the accuracy of students' comments, and point out where, how, and what changes are needed, and what effect should be achieved. You don't have to carefully replace the revision, but return the power of revision to the exercise itself.
When instructing students to write the general evaluation, the evaluation should be objective and the language should be euphemistic. First, write the advantages of the exercises in the form of friends, and then discuss their opinions on the revision of the exercises. Moreover, students should make it clear that the written review should be concise, advocate writing a one-sentence review, make the author willing to accept it and give encouragement, let them experience the happiness of success, stimulate their writing enthusiasm, and improve their writing interest and writing ability. For example, "nothing is difficult in the world, I am afraid that there is a will." Now your composition is not only complete in structure, but also good in wording and sentence making. This is the result of your efforts. I hope you will work harder! "