How to implement the new curriculum standard in the summative evaluation of primary school Chinese

The effective correction of primary school students' homework under the new curriculum standard points out: "the presentation of students' composition evaluation results can be written or oral;" "It can be expressed by grades or comments; It is also possible to comprehensively adopt various forms of evaluation. " For this passage, I understand it this way: don't treat primary school students' compositions with the standards of professional papers, but let students try to downplay their attention to scores and strengthen their interest and confidence in writing itself. Especially in the usual composition training, because it is not a selection exam, it is more important to stimulate students' interest in writing and try to help them improve their writing level, so as to be "good at writing and willing to express". Based on the above ideas, I think the methods of correcting homework can be diversified, as long as it can stimulate students' interest in writing and improve their writing level. So, how to make the composition batch change simple and effective? In actual teaching, for colleagues who are still worried about correcting their compositions, I try to use the following three correction methods. First, the teacher corrects-point out the places that need to be revised and write appropriate comments. Teacher's correction is our most traditional way of correcting. In the past, students' compositions were put away on desks, and the teacher corrected them one by one. Every time our teacher opens the composition book, he is delighted to see the students' neat handwriting and fluent sentences. After reading the composition, they feel that there is nothing to change, mark it as "excellent" and then write a comment-this is the composition that teachers are most willing to see; Some compositions are well written after reading, but there are some typos or some sentences that are not fluent. The teacher will draw these typos and sentences to help students correct them one by one in their notebooks, and then mark them as "Good" and write "This paper can express their true feelings around the center, which basically meets the requirements of this exercise, but there are many typos and sick sentences, and punctuation is not appropriate. I hope to pay attention to review next time. However, some compositions completely deviate from the requirements of exercise training, many sentences are not fluent, there are many typos, and even there are no punctuation marks throughout. If the teacher wants to help him correct it, he feels compelled to move the whole article? This is the most troublesome composition for teachers. In fact, why do you want to modify your composition and make yourself feel headache? No matter whether the text is fluent or not, we should first look at his (her) content to see if the content symbols do not meet the writing requirements. If the content is there, let's watch it again. If we find beautiful sentences or words that are used accurately and vividly, we will tick them off with a red pen and write an encouraging comment next to them: "Good sentence!" " "Good word! . For example, if there are typos or sentences that are not fluent, we will also tick them out with a red pen and then mark them next to them: "Improper use of words." Or "the sentence is not fluent!" This suggestive comment. If you find a good transition sentence or a good central sentence, draw it in red and write "This transition sentence is well used!" Or "this sentence hits the center and the effect is very good!" Such as comment, and then write comments. After handing it out, let the students revise it by themselves according to the teacher's comments (if they copy the exercises with a pen, they will revise them with a pencil), and then draw some students from the exhibition platform to report his or her correction results. How can you feel a headache correcting a teacher like this? In fact, our teacher doesn't have to correct every typo and every sick sentence for the students at all. You only need to point out the advantages and disadvantages of the article, and then guide the students to correct it, so as to achieve a relaxed and effective effect (of course, the typos that can be found at a glance should be corrected for the students, or circled with a red pen, so that students can correct themselves when correcting their homework). If some students' compositions deviate from the writing requirements, teachers don't have to have a headache. Just a few students, maybe their grades are not very good. Our teachers should carry out special "batch correction" on the principle of "paying attention to students' personality differences". Therefore, our teachers should "respect individual differences, correct flexibly, encourage more and criticize less" when correcting compositions. This way, we won't feel very upset about changing our composition. We teachers should learn to appreciate and understand students' compositions from multiple angles, so that when reading students' compositions, our mood will be happy, not irritable. Second, students self-correct, mutual correction or group correction-in the process of evaluating other people's compositions, self-correct their own exercises or improve their composition level. With the popularization of quality education and the deepening of the new curriculum concept, autonomous cooperative learning has been recognized by many 1 old teachers. There is no need to emphasize the teacher's correction blindly, but we can also adopt the independent and cooperative correction method, and we can completely hand over the composition to the students to correct themselves or each other. In fact, it is very difficult to improve students' writing level without students' participation in marking papers. The article can only be improved through constant revision, and the level of composition should also be improved through constant revision. Students' participation in composition correction is an effective way to improve students' composition level. Of course, at present, the society and parents do not recognize this way of correcting compositions, and even school leaders and competent departments do not recognize this way. They think that it is irresponsible and lazy for teachers to let students correct their compositions. In fact, correcting is a process of appreciating and revising a composition, and the author's participation should be inevitable. However, in actual teaching, we often ignore this point, leaving students out of it and replacing students' self-criticism and self-correction with teachers' correction, which misses the great opportunity for students to correct themselves and seriously affects the improvement of students' composition level. Some teachers mistakenly believe that red paper is a performance of being responsible for students, but they should persist in it for a long time. In my opinion, this wrong practice should be corrected in time, and according to the law of writing, the feedback and adjustment function of correction in composition teaching should be brought into play to promote the improvement of students' writing level. So, is it a responsible attitude to give the whole process to students in the process of correcting? I think the teacher's correction is also necessary, but it must be a demonstration, and it must be a process of cultivating students' learning and improving students' ability to modify, not a substitute. What methods can be used to correct this composition? I think there are the following ways: (1) self-modification; (2) mutual change; (3) Group reform. Let me talk about these ways of correcting compositions. (1) Self-correction, which is the most basic and direct way to correct. Students will make self-criticism and self-evaluation after completing their compositions. The method of students' self-correction can delegate the power of correction to students to the maximum extent, so that students can turn passive into active and become the masters of correction. Ye Shengtao attaches great importance to students' self-correction. He said: "There is a close relationship between correction and writing, and the priority of correction should belong to the author of the composition, so I think the teaching of composition should focus on cultivating students' ability of self-correction." Ye Lao has repeatedly stressed: "If the focus is on cultivating students' ability to change themselves, the teacher only gives some guidance and guidance. How can students think and decide for themselves, and students will be in an active position? "Cultivate your ability to change and benefit for life." If you write a text, you can correct it yourself, and you don't have to ask others to correct it. This is the case. "Is it not good to be active?" Self-correction enables students to experience the pleasure of correcting with their own hands, their own brains, their own language and their own way, thus improving their composition level in happiness. Before correcting, teachers should make clear the contents of correcting according to the training requirements. First, ask students to underline the sentences or paragraphs that they think meet the requirements of this exercise, and add a red five-star at the end of the sentence. Then ask the students to find out at least one place that they think is not appropriate enough and correct it with a pencil. This operation is simple, students' writing product polarity is not easy to be hit, and their interest in correcting will increase with the increase of correcting times, and eventually they will develop a good habit of self-correcting. However, the disadvantage of this method is that students' level is limited, and their writing ability, appreciation ability and correction ability are still relatively shallow. Sometimes, no matter how they change it, they can't change some shortcomings of the article, especially the poor students. Teachers should pay more attention to poor students in specific operations to improve their writing level. (2) Revise each other, which is a way for students to exchange and revise. Before correcting, the teacher also determines the scope of correcting, and then corrects among students. This kind of correction can enable students to exchange correction opinions in time, just like a teacher's face-to-face criticism of a composition. If you don't understand something, you can consult the author immediately to study his original intention and intention of writing, so as to achieve a more favorable purpose of revision. This way can overcome the defects of self-correction to a certain extent, and can promote and improve each other through mutual error correction among students. Specifically, it has the following advantages: First, after many corrections, students not only accurately remember the basic requirements of writing, but also have a deeper understanding of these requirements. He will instruct others how to write and how not to write, which will naturally enhance his writing ability. Second, everyone has the opportunity to read many students' compositions, so it is easy to find and learn from others' strengths. It is also a good thing to learn from others' shortcomings, and students' ideas also have an opportunity to exchange and develop with each other. Third, every time you grade a composition, each person only approves one copy, and the burden is not heavy. Every time you draw lots to change people, the people you change are fresh and interested. Each student's work is two, and each time it is approved by another student, it is certainly fresh to see different students' comments on themselves. This freshness is conducive to cultivating students' interest in correcting compositions and reading other people's comments. Fourthly, when students correct compositions, they should think about the role of teachers from the perspective of the reviser, which is conducive to enhancing students' psychological adaptability, psychological balance and role exchange, and promoting students' psychological maturity. Fifth, teachers only randomly check and read the correction results of some students, and read many compositions in a short time, which is beneficial for teachers to think more, maintain a strong interest in reading, and easily stimulate teachers' intellectual potential and creative potential. It can also save a lot of time for marking with a pen, which can be used to study students' psychology and study learning methods to further improve the efficiency of teaching and educating people. The disadvantage of this method is also due to the limited level of students. Sometimes, no matter how you change it, you can't get rid of some shortcomings of the article. Teachers can take a few compositions after students change each other, and make appropriate comments by evaluating classes. (3) Grading in groups, which is a way to grade compositions in groups. Composition correction is a kind of reading, a kind of spiritual communication, a kind of enjoyment and an improvement. Therefore, students' sense of participation can not be ignored. Push students to another frontier of writing-revision, so that they can learn from each other seriously and learn from each other's strengths. Confucius said, "A threesome must learn from each other's strengths. This way encourages students to actively participate, "arouse students' desire to be teachers, arouse their interest in correcting compositions, produce some manuscripts in their own creation, and create an extremely fulfilling atmosphere." "In this way, we should pay attention to assign a certain number of students' compositions in each group and complete the task of correcting in a certain period of time. The number can't be too large, otherwise students can't complete the task, and it will also affect the quality of marking. At the beginning, the students in the group can correct two compositions in one class, and they can add more later. Such group mutual evaluation and revision activities can also provide students with opportunities to learn from each other, which is conducive to cultivating students' team spirit, cultivating students' ability to explore problems, cultivating students' serious and responsible attitude and cultivating good writing habits. Students have gradually formed a strong interest in writing in correcting each other. If we recognize some writing methods, we will get unexpected results. This kind of role exchange can also make them feel the hardship of correcting articles, and then respect the teacher's work more. At the same time, it also frees teachers from the dizzy "labor". After years of trying, I feel that if teachers can fully mobilize students' enthusiasm and let students participate in review exercises, the effect is really good. Third, read now and change now-students read the exercises themselves, and everyone will comment orally. We can also use the method of "reading now and approving now" to let students read their own compositions in class, and then teachers and students will comment orally. Ask the students to pay attention. After listening, put forward any good or bad opinions about the classmate's writing, and freely put forward and refute them. Then the teacher will make an oral summary according to everyone's opinions, and then let the classmate grade his composition according to everyone's opinions, and write his feelings after listening to the evaluation at the back of the composition. This practice is also quite good, which can strengthen students' listening and evaluation ability, train students' oral expression ability and solve the problem that teachers are difficult to change. But there is a time limit for this practice-that is, we can't evaluate the composition of the whole class in two composition classes, but it doesn't matter, we can adopt the method of "taking turns"; This time, the teachers in the first group took it back and approved it; The next time you listen to the second group, the other groups can be handed over to the students to correct each other, which is flexible and changeable. This way of listening to and correcting now is also a good way to improve students' writing level, and at the same time, it also relieves some teachers' burden of correcting. The author thinks that the above three methods of composition correction are simple and effective, and at the same time, they can reflect the humanistic nature of education and teaching and the educational and teaching concept of dialogue and exchange between teachers and students and "text" These methods not only solve the problem that teachers' compositions are difficult to correct, but also promote students' writing level and oral communication ability.