The ways to optimize the appraising methods.doc

英语毕业论文the ways to optimize the appraising methods提要：本文针对中学英语写作教学的现状，以评价手段为切入点，提出了通过优化英语写作评价手段，从而提高写作效率的有效途径。abstract:confronting the present conditions of english-writing teaching in middle schools, this article raises some useful ways to improve the students english-writing efficiency by optimizing the appraising methods.关键词：过程化、阶段化、形象化、立体化、开放化key words:process、stage、symbolization、stereoscopy、openingintroduction:the english curriculum standards for common high middle school pointed out clearly, “appraising is one of the most important parts of english curriculums. scientific appraising system is the important ensure to make the curriculum targets true. based on the targets and demands of curriculum standards, the appraising of english-teaching should implement the effective domination to the whole teaching processes and the results.”(2001:37) how to base on the point to do so, then improve the students english-writing ability? that is an important problem which is necessary and urgent to solve. from the visual angle of a teacher, this article analyzed some accidental areas when the teachers themselves appraise the students english compositions, and also this article expounded some of my own ideas of how to optimize the appraising methods during the teaching stages.1.to make the appraising results processfulduring the english-writing teaching, to the good compositions, many teachers usually write a “good!” directly as the encouragement. besides this, nothing left. there is even no detailed commentary. this kind of appraising method will usually discourage the students writing enthusiasm, because it only pays attention to the results but loses sight of the processes. what is more, it overlooks the stages which the students getting ready for and trying to writing the english composition.the english curriculum standards for common high middle school emphasized, “ to appraise the students study, one must insist on the principle of laying equal stress on the phased appraises and the final appraises.” that is one must concern both the results and the processes.” (2001:37) based on this point, when i need to appraise the students english writings, i always persist in the followings.1.1. appraising the students expressions in planning orally, such as their framing and discussing.for example, when teaching the second part: number and tell in jefc book1 unit28 lesson112, i did not let the students “ tell the story about mike” directly after they numbered the four pictures correctly. instead, i carried out the following teaching steps.1.1.1. groups of four or six discuss and list out the main idea and the key words of each picture.1.1.2. correct the ideas as a class and affirm the useful standpoints.1.1.3. discuss with the class how to build up the paragraphs and choose some important phrases and sentence patterns, e.g. be late, be worried, have to time to have breakfast, say goodbye to, leave home, ride to school quickly, closed, a holiday, notbut,etc.1.1.4. based on these phrases and sentence patterns, organize the students to express orally first and ask them to say good or not for each other. with the help of the cooperation above, there may retain something in each students mind, and the students may change their minds into words, then write them down to form an english composition easily and quickly.1.2. giving marks to the students initiative works, the modifying one and the final creating one one by one when appraising the students written compositions, in order to push on the students to bring their subjective and dynamic qualities into play when they do the english-writings.2. to make the appraising stages phasedwhen we appraise the students english-writings of different grades, the appraising contents and standards we obey should also be different. for years, i have never forget to reflect the phased appraisement in each grade during the english teaching and i have also persisted in such a principle to follow in order and advance step by step from beginning to end.to the new-entered students of grade one, the writing appraisement may be reflected in wording and phrasing. that means every days duty report, the exercise of joining the sentences, the dictation of regular sentence patterns and retelling or imitating the text all can be the contents of the teachers appraisement, either orally or writtenly.for example, in jefc book1 unit27, the text book presents the sentence pattern“when do you ?/when does (s)he ?” after learning this passage, i gave the students two tasks in class:task1: retell jims day, beginning like this: on weekdays, jim gets up at 6:30.i designed such a task in order to let the students imitate the text after they had known the constructions and contents of this passage. at the same time, i also wanted the students to pay attention to the single verb form of the third person in the present tense.task2: say something about your day. you may begin like this: on weekdays, i or at weekends, i opposite to the first task, this one promotes the contents and requests progressively, for it demands to relate ones own life instead of others life. i tried to ask the students to do this task in class orally first, then analyzed their creations at the same time ( to do like this, i just wanted to set up some examples for the backward students ). after these steps, i got the students to write their creations down as homework finally.going up in grade two, the appraising contents should be wider. that means we can add the abbreviation, the expansion, the rewriting, the comment and so on to the texts.for example, the main teaching material in jefc book2 unit23 lesson90 is a passage about bill gates. after finishing the reading-teaching demands, i added a task of rewriting the passage. that is two students work in pairs, one acts as bill gates, the other as a journalist. following the main idea of the text, the two students make an interview to form a dialogue. the students handed in their homework quickly. after correcting the papers, i picked out several excellent ones and let the writers act their dialogues out before the class. for materials like this which introduces the famous people in the world and has strong practical significance, first let the students read the passages; secondly, rewrite them; then act the works out vividly. by doing so, we can not only effectively drill the students interests in reading, but also bring the students enthusiasm of the cooperative learning into play well.to the students of grade three, they have had some ability of expressing their minds in english after two years learning of single sentences and short passages, so their english-writing level should be broadened and improved both in form and the degree of difficulty. when i was teaching the students of grade three, i used to demand them to write an english diary every week to talk about the little or big things happened around them. first, just write 50 to 80 words and gradually write more and longer. i corrected their diaries according to the social estate. in one aspect, such kind of writing homework is closed to the students lives, so it is easy to arouse their writing desires and spur them to use the language naturally and meaningfully. thus, the students may accumulate as much as material for english writing. on the other hand, it is useful for the students to form the habit of thinking of and expressing their own minds to themselves, their teachers, their schoolmates, their lives and studying in english without the disruption of their mother languagechinese.3. to make the appraising languages vividwhen we correct the students writing works, it is truly easier to give a mark singly. and also it is a good way to save time, but in fact, if we always do like this, it may lead to these results directlystrike the students interest in study, dampen their enthusiasm of learning, make their confidence indifferent gradually and even lose it.the originator of crazy english, li yang, one of the ten persons of new types in china in 2000, advocates to encourage students like this, “i am no.1.” “i believe in myself.” “i can do it.”(1996:17) he advices teachers to make every student set up a faith“i can!” realized all the above, when i correct the students writing works, i have never been scared to tiredness. beside marks, i insist on making the appraising languages vivid. based on the contents and characteristics of the students works, i always use some symbols, figures, pictures and words scientifically. proved by the truth, this kind of way is quite good because it is vivid and audio-visual. it encourages, urges and affirms the students progresses positively, so it may arouse the students interest in reading the corrected paper and urge them to think, revise and improve by themselves.for example, to draw a waving line under some nice sentences, what is more, write these kinds of praising words and phrases beside, “good! wonderful! good job! well done! etc.”; to draw a raising thumb and write down, “you are a kind boy/girl!” “you are no.1!” ect. to show the teachers approvement and encouragement when the students tells how he/she helped others in the composition; because some backward students usually do not have good bases of language, it is really difficult for them to write a presentable work. to them, we should still persist in the rule of encouragement. no matter what the student has written, only if he has done that, and there is a little relation between the demands and what he had written down, we should send him/her a big smile and add one sentence more, “come on! i believe you can do it well!”another example, in the test paper of jefc book1 unit28 (how do you come to school?) in 2003-2004 school year, the last exercise is a writing one. i demand the ss to tell a whole story about a girl after looking at the five pictures which show a list from getting to school in the morning to going to bed at night. during correcting the papers, i find that some of the ss wrote down the whole story in detail but they didnt realize they should use the single verb form of the third person. to appraise such compositions, it is not as single as to give a mark only. then i circled all the verb forms which the ss did not write correctly ideologically, and wrote down such a sentence beside, “if you dont forget their tails, you may get a good mark!” i believe that the students may be moved by their teachers sense of humor after they get their papers and i am also sure to do so may deepen their impression to avoid making similar mistakes again.4. to make the appraising contents abundant in the english curriculum standards for common high middle school, it said, “during the period of basis teaching, the total target of english teaching is to train the students ability of using language synthetically. to reach this target, it must be established on the base of overall development of the students qualities which includes the language skills, the language knowledge, the emotions, the learning tactics, culture consciousness and so on.” (2001:6)besides these, “ the emotions is one of the most important elements which may influence the students learning and development.” (2001:6) “it is the crux to arouse the students learning interest and to train their self-confidence and the spirit of cooperation.”(2001:21) because of these, the contents we appraise the students works must not be limited in the using of language skills and knowledge, e.g. wording and phrasing, making sentences and paragraphs, grammars, styles, etc. we should appraise the students behaviors and achievement and their minds, feelings, attitudes, characters and tactics among them instead of appraising their writing ability and level singly.for example, after the students finished writing “this is me.”, i based on the students different characters, hobbies and some other things, then gave each of them an appraising with emotions, like “you are a clever boy!” “you are a lovely girl!” “ keep on working hard, you will succeed!” “i agree with you. reading is really good for us all!” etc. it is good for the teacher to get closer to the students hearts and it can also help the students establish their self-confidence, arouse their writing enthusiasm and then form the motive force of their continued leap forward. of course, at the same time, it requires the teachers more demandsto improve the english expressing ability themselves; to study deeply the students psychological characters, hobbies, learning habits, level of english education and so on, so that the teachers are able to teach students in accordance with their aptitude and convince them by reasoning.5. to make the appraising methods opening one present situation of english-writing teaching is like this: the students write and the teachers correct them; the students do that just for finishing the homework and the teachers is the sole reader of the students works. in fact, it is so narrow and blocked. the opening way of appraising the students works is to jump out of the narrow and small method and to let more other people appraise the works, so it may be helpful for the students to know the advantages and shortcomings of their writing from more fields.how to let the students works go out? my advices are as following:5.1. to set up mutual help study groups in the class which linked by the top students and takes account of the mid-leveled students and the backward students. work in groups, ask the members in each group to appraise and correct each other, to carry out cooperate learning and to teach and learn from each other.5.2. to help each student build a “writing-builder”. guide the student to choose and collect some of their better and more satisfied works. then set up an english corn