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“批改网”百万同题英语写作大数据报告(2015 全学段 详尽版)

“批改网”百万同题英语写作大数据报告(2015 全学段 详尽版)
“批改网”百万同题英语写作大数据报告(2015 全学段 详尽版)

目录

第1章活动概要 (1)

1.1活动简介 (1)

1.2参与数据概述 (2)

1.2.1师生参与进程 (2)

1.2.2参与分布情况 (3)

1.2.3男女比例 (4)

1.2.4写作时段分布 (4)

第2章学生互动写作行为数据 (5)

2.1概况 (5)

2.2修改次数 (6)

2.3分数变化 (8)

2.4维度统计值变化 (11)

2.5作文错误处理情况 (12)

2.6中式英语修正情况 (15)

2.7具体修改案例 (16)

第3章内容分析 (19)

3.1阅读的益处 (19)

3.2学生关注的作品 (20)

3.3学生关注的名人 (21)

3.4名言警句使用情况 (22)

3.5信息化阅读 (24)

第4章错误类型分析 (25)

4.1错误概况 (25)

4.1.1错误分析概况一览 (25)

4.1.2分级错误情况对比 (29)

4.1.3各类院校高频错误 (30)

4.2具体错误 (31)

4.2.1错误类型:大小写错误 (31)

4.2.2错误类型:词性误用 (33)

4.2.3错误类型:动词连用错误 (35)

4.2.4错误类型:不定式错误 (38)

4.2.5错误类型:介词误用 (40)

4.2.6错误类型:名词可数性 (42)

4.2.7错误类型:连词错误 (45)

4.2.8错误类型:搭配错误 (48)

4.2.9错误类型:主谓一致错误 (50)

4.2.10错误类型:成分缺失 (52)

4.3高低分数段作文错误情况 (55)

4.3.1高低分组作文错误分布 (56)

4.3.2高低分组作文高频错误 (58)

4.3.3高低分组典型错误对比 (58)

第5章各类院校维度分析 (59)

5.1词汇 (62)

5.1.1平均词长 (62)

5.1.2词汇丰富度 (64)

5.1.3学术词汇占比 (66)

5.2句子 (68)

5.2.1平均句长 (68)

5.2.2从句密度 (70)

5.3篇章 (72)

5.3.1平均作文长度 (72)

5.3.2平均段落数 (74)

5.4高低分数段维度对比 (76)

第6章频度统计 (83)

6.1词汇 (88)

6.1.1名词频度 (90)

6.1.2动词频度 (98)

6.1.3形容词频度 (106)

6.1.4副词频度 (114)

6.2词组 (1199)

6.2.1名词词组 (121)

6.2.2动词词组 (126)

6.2.3形容词词组 (131)

6.2.4副词词组 (136)

6.3搭配 (141)

6.3.1动词+名词 (143)

6.3.2形容词+名词 (150)

6.3.3名词+动词 (156)

6.4中式英语 (162)

第7章优秀作文 (164)

7.1985院校 (164)

7.2211院校 (172)

7.3一般本科院校 (183)

7.4高职院校 (193)

7.5中学 (201)

第8章参与院校名单(部分) (2100)

第1章活动概要

1.1活动简介

“百万同题英文写作”活动是由批改网(https://www.doczj.com/doc/6b6305942.html,)主办,在中国高校英语写作教学联盟和北京语言智能协同研究院指导下举办的特色线上活动,旨在深入地分析中国学生英文写作现状,发掘大数据的力量,支持中国英语教学工作,同时响应国家四月“全民读书月”的号召。第二届“同题英文写作活动”与当当第九届书香节携手,让学生“饱览群书嗅书香,激活智慧书美文”,用一篇篇动人的文章展现中国学生个性风采、提升国际交流能力、锻炼英文写作能力。

本次活动题目“We Are What We Read”由清华大学提供,同样的题目内容,根据大学和中学学生不同的写作要求,分成大学组和中学组两个活动组。

1.2参与数据概述

2015年4月16日至5月31日活动进行的46天中,来自全国31个省市地区的2792所学校的老师引用布置题目17,662次,共计收到学生作文1,093,126篇。

1.2.1师生参与进程

在活动进行的46天当中,教师引用布置题目共17,662次,多在周一到周五工作日留下题目;而答题学生共有1,093,126人,提交作文多集中于活动后半段,学生作文提交量直线上升。

1.2.2参与分布情况

本次活动参与师生覆盖中学以及高等教育两个学段。参与的院校类型包括985、211、一般本科院校、高职及中学(以高中为主)。本科院校参与学生人数众多,占总人数的近80%。

全国共有31个省市地区的师生参与活动,其中参与人数超过4万人的省份地区有7个,分别是四川(139,206),江苏(106,075)、山东(98,183)、北京(81,081)、广东(73,211)、黑龙江(48,212)、湖北(44,054),其余省份参与情况如下表:

省份/地区学校数(所)人数(人)省份/地区学校数(所)人数(人)

四川215139,206浙江12221,856

江苏248106,075江西8921,330

山东17998,183贵州4219,648

北京41281,081吉林6119,108

广东19973,211上海8317,711

黑龙江8048,212甘肃6517,339

湖北12444,054广西5417,227

云南5636,019天津4516,097

河南9933,404海南1713,978

安徽8428,271山西6113,590

河北7127,407内蒙古348,450

陕西7525,690新疆265,275

福建8025,292宁夏112,480

重庆7324,692青海92,028

湖南7923,314西藏373

辽宁6022,224------

1.2.3男女比例

参加本次活动的学生中,有56.91%是女生,男生样本稍少,占比43.09%。

1.2.4写作时段分布

通过统计学生提交的770多万个作文版本的时间,可以发现以下规律:

学生写作时间多集中在下午和晚上两个时段,19:00后进入写作高峰,峰值出现在22:00。

少部分学生选择在深夜学习,在0:00至2:00间仍有学生提交记录。

从整体分布趋势上看,学生的学习时段覆盖到了全天的70%。

学生倾向于在较晚的时段学习,且整体上学习分布时间跨度较大。

第2章学生互动写作行为数据

2.1概况

本次活动期间大多数的老师均允许学生自主修改自己的文章,学生在多次修改中会形成一个自主学习的过程,相关数据如下:

1、系统和学生互动总次数为7,761,959次

2、学生每篇作文平均修改次数为7.1007次

3、修改过程中共改正4167188个错误

4、71%的学生都对自己的文章进行了至少一次修改

5、修改5次以内的学生占39%

6、超过1%的学生修改次数超过50次

7、9个省份的学生的平均修改次数在7次以上

5

2.2修改次数

修改次数分布

6

2015百万同题英语写作大数据分析报告(全学段·详尽版)

分类1-56-1011-2021-5051-100101+ 985院校49.74%23.37%16.83%8.99%0.96%0.11% 211院校51.50%21.73%16.26%9.23% 1.13%0.14%

本科院校53.89%19.52%15.55%9.72% 1.16%0.15%

高职院校59.69%15.70%13.49%9.30% 1.57%0.25%中学77.86%11.07%7.74% 3.07%0.21%0.04%

根据以上图表可以看出,各类院校的作文修改,次数越多,占比越小,均集中在1-5次,并且6次以上区间比例远低于1-5次的比例。尤其是中学生,1-5次修改的比例达到了77.86%,而985院校则为49.74%。另外值得注意的是,高等院校修改次数虽然也集中在1-5次,但是该区间占比大多在50%到60%之间,大于100次修改的比例相比于中学要高若干倍,而中学生中有约80%的学生作文修改停留在1-5次之间。

在全国所有参与本次活动的省市地区中,绝大多数地区平均修改次数都超过6次,重庆、北京、浙江、四川、陕西、广东、湖南、云南、河北这9个省市地区的平均修改次数都在7次以上,其中重庆、北京、浙江和四川的平均修改次数更是达到8次以上。同学们根据批改提示,修改完善自己的文章,精益求精,在批改的过程中积累学习。

8

2.3分数变化

初版分数分布

9

终版分数分布

各类院校初终版作文平均分数对比

由上图可以看到,相比较于初始版本作文平均分,五类院校最终版本作文平均分均有明显提高,基本都有3至4分的涨幅,其中985院校分数提升最多,达到4.07分,这意味着通过多次修改,平均每一篇作文都提升了4分。

平均分数变化

通过对比全体学生初始版本作文和最终版本作文的平均分可以看到,学生自主修改后作文分数平均提高了3.7分。(注:统计分数为批改网原始机器分,和教师设置打分公式无关)

2.4维度统计值变化

◆词汇方面:

词汇丰富度、平均词长、

平均词汇难度测量值均有提

升,证明学生在终版作文中词

汇的使用比初版作文丰富,使

用单词难度略有提升。

◆句子方面:

平均句长略有下降,但

是从句密度测量值略有提

升,说明学生在不断调整自

己的句式结构合理性,通过

使用从句使文中句式更加

丰富。

◆篇章方面:

文章长度平均增加6个单词,同时学生使用连词的数量变多,说明学生在写作过程中注意到使用衔接词可提升文章结构的连贯性。另外在终版作文中首段和尾段所占篇幅下降了,本题目为议论文,可能学生通过精简首尾两段的篇幅,让首段提纲挈领和尾段总结概括更加清晰有力。

2.5作文错误处理情况

通过修改,终版作文中错误数量只有初版作文错误数量的一半左右,四类语法错误在数量上都有大幅下降。

初终版作文典型错误对比情况

错误类型初版错误次数终版错误次数

修正率名词可数性错误166,68172,02056.79%不定式错误17,1887,93053.86%动词连用错误608,207300,59950.58%介词误用51,15525,30350.54%主谓一致错误1,025,879546,06746.77%大小写错误696,386378,42345.66%词性误用101,72157,39043.58%连词错误28,73016,76041.66%搭配错误1,419,252909,69235.90%成分缺失

202,952

134,202

33.88%

416718849.19%

129424615.28%

90969210.74%885796

10.46%

121786514.38%

通过修改过程的人机互动,上图中显示最终版学生作文中各类错误的数量有30%-50%的下降。

从语法错误率维度的统计值上亦可看出,终

版作文的语法错误率统计值较初版下降了

42.77%。语法错误率是指一篇文章中平均每个

句子中包含的语法错误数量。

从以上数据可看出,通过让学生进行自主的

思考和修正,文中出现的语法错误可有明显减

少,但是碍于学生自身语言基础知识积累有限,

且自我思考和新知识分析能力的不同,通过自主

学习不能够完全消灭文中的语言问题。

2015百万同题英语写作大数据分析报告(全学段·详尽版)

如图表所示,学生在机器自动批改服务的帮助下,在初版作文中发现的大部分错误得到了明显的改善,其中大部分错误的修正率都在一半以上,以大小写错误,动词连用错误,不定式错误,介词误用,名词可数性错误以及主谓一致错误的改善尤为明显。

14

2.6中式英语修正情况

搭配初版终版修正率搭配初版终版修正率learn knowledge70,53138,10445.98%test truth2,0461,49942.55% combine reading22,34112,88842.31%stimulate potential1,8421,92718.66% remember knowledge18,96813,88026.82%broaden eye1,75688956.55% get acquaintance18,46514,58321.02%know reading1,55997147.29% inspire possibility16,86813,47220.13%form book1,53974557.57% acknowledge knowledge16,52512,11326.70%grasp knowledge1,46579149.26% use sense12,3688,40232.07%grow knowledge1,3311,01833.85% learn affair10,8408,34723.00%choose reading1,26267953.65% accumulate ability6,1445,15416.11%practice knowledge1,15989232.98% learn spirit5,9525,08714.53%verify knowledge1,14294325.28% revive reading3,9853,6997.18%prefer read78651555.57% study knowledge3,8882,37438.94%reading benefit77270338.44% store wisdom3,1671,79943.20%improve write76153332.19% inspire potential2,7422,14121.92%read growth2,04660321.89% motivate potential2,6312,06921.36%accept knowledge1,84243842.44%

以上是错误率最高的前三十个中式英语搭配的错误率排名以及修正率情况。可以看到在终版的文章中出现错误的频次均有下降,不少搭配修正率在四成以上。

通过对比学生作文中疑似

中式英文搭配的种类和出现次

数,我们发现最终版中中式英文

种类下降了31.4%,中式英文错

误出现的总次数下降了36%。

2.7具体修改案例

魏同学四川修改次数:327

[句子错误]请确认句首单词大写。[句子错误]请检查have ,确认主谓一致。[其他]确认have deep

effect on 符合语法规范。[其他]have deep effect 疑似冠词缺失或可数名

词单用。

reading always

have deep effect on somebody's growing and learning.

2015-05-2912:45:23

Reading always has a deep effect on somebody's growing and learning.

2015-05-2913:40:12

Reading always have deep effect on somebody's growing and learning.

2015-05-2912:46:36

[句子错误]请检查have ,确认主谓一致。[搭配学习]动名搭配have...effect 在教材中出现过23155次

[其他]have deep effect 疑似冠词缺失或可数名词单用。

Reading always has deep

effect on somebody's growing and learning.

2015-05-2913:39:27

[搭配学习]动名搭配have...effect 在教材中出现过23155次

[其他]has deep effect 疑似冠词缺失或可数名词单用。

魏同学四川修改次数:327次历时:1天20小时38分分数增加:27分

第一版2015-05-2823:29:53得分:64

As is known to all,for a person to read how importent it is.However some people think that practice is more important than reading.But I think,reading better.Reading is the parent of a.In the process of reading,we can not only broaden their horizons,at the same time,we can improve their ability of reading more.In addition,the extensive reading can make us more understanding of the nature of things,can better foothold in the complex world.The ancients cloud:the book has its own gold room.

最终版2015-05-3020:07:53得分:91

A slice of individuals it are widely shared that that reading is more important than practice.However a slice of individuals it is are widely shared that that practice is more important than reading.Nevertheless I take the attitude that reading and practice are equally significant,factor practicing decides to cognition,in turn,guide the practice. In the first place,reading is exceedingly significant.As the saying goes,a good book is the best of friends,the same today and forever.It is common knowledge that reading always has a deep effect on our growing and learning.Finding the right book at the

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让英语教学与大数据同行——作文教学与批改网

让英语教学与大数据同行——作文教学与批改网 ——献给Janice和那些被作文批改所折磨的英语同行们 Runner 2015-11-04 22:27来自QQ空间日志 很长一段时间以来,我都没有勇气给学生布置课外的写作任务了。因为我知道,学生的作文如果收上来后没有被我以极大的决心及时批改的话,它们可能几个星期,几个月或者一个学期都会躺在我的办公桌上,直到上面落满了厚厚的灰尘,然后在期末考试前分发给学生,或者被我心怀歉意扔进垃圾堆里。(原谅我吧,我亲爱的同学们!)于是在2014年时我就想,会不会有一种方法或者软件能帮助我们批改作文,把我们广大的英语教师从这个mission impossible 中解放出来?去网上搜索了一下,我发现了一个叫句酷批改网的网站,注册后,进网站浏览了一下,觉得很是新奇,但当时忙于班主任工作且高考日益临近,无暇去进行教学的尝试。转眼到了2015年8月,从我的好朋友Janice(Thanks a lot, Janice)那里淘来了一本《大数据时代》。在将这本书束之高阁了一个多月后,终于有一天,心情烦闷的我翻开了这本注定要改变我教学方式抑或我的人生轨迹的书。(在此也向大家强烈推荐这本书,大数据时代的扛鼎之作。) 在那醒目的书名《BIG DATA》下面这样写道:A REVOLUTION THAT WILL TRANSFOMR HOW WE LIVE, WORK AND THINK。当时我想,这些年我们听说过的REVOLUTION也太多了,真正发生的似乎又寥寥无几。轻轻的翻过封面,读完宽带资本董事长田溯宁、知名IT评论人谢文、电子科大教授周涛的三篇序

言后,我便再也不舍得放下这本书了。一口气读了100多页,心中顿觉豁然开朗,这不正是我在一年前苦苦追寻的问题的解决之道吗?原来英语作文教学的救赎之道,在悄然来临的大数据时代早已被我们握在手中,只是我们浑然不知。我突然意识到,一年前我注册的句酷批改网不正是大数据在教学实践中的一种运用吗,于是又在网上搜索了一番,开始重新了解这个一年前与之失之交臂的作文教学利器。 2010年,一次偶然的机会让批改网的创始者们发现了高校英语老师的需求。批改网在向南京大学推广英语学习综合平台时,南京大学的老师告诉他们,这样的平台对当前的高校英语教学帮助甚微,高校实行大班制,每位老师带一百多名学生,教师批改作文,花费时间太长,1分钟一篇,仅仅看完就需要两小时,而老师最痛苦的地方还在于学生在写作中反复出现的错误。此外,学生写作文,如果老师反馈及时,学生才会有写作的动力。但是,由于各种原因,老师的反馈一般要隔一周或两周,甚至更长,所以高校老师最大最迫切的需求是改善作文的批改环节。 2011年9月,在江苏省的一个学术会议,批改网这一在线英语作文批改平台开始面向广大的高校英语教师推广。刚开始推广地点选择了重点高校比较多的北京和江苏。渐渐地,批改网被清华、北大及复旦、上海交大等高校所接受,并在此基础上形成了著名的中国高校英语写作教学协同创新联盟。 批改网批改作文的原理是,作文提交后,网站将作文从“词汇”、“句子”、“篇章结构”、“内容相关度”4个大类192个维度进行拆分,每个维度都会与批改网建立的英语本族语 语料库 (即国外英语文章的素材)作对比。语料库越丰富,对比的客观性就越高,机器批改与人工批改的一致率就越高。为了测试机器批改与人工批改的基本一致率,批改网在2011年尝试批改了南京大学的1456份英语作文,在将批改结果与人工批改结果对比后发现,两者基本一致率为92.05%,高于美国ETS的 E-Rater 公布的基本一致率92%。这次尝试使得这个在线英语作文批改平台获得了挑剔的一线英语教师们的认可。 2015年4月16日至5月31日,批改网联合清华大学、北京大学、南京大学、复旦大学、中山大学五所高校发起“百万同题英文写作”活动,本次活动由清华大学负责命题,题目为:“We Are What We Read(阅读造就你我)”,最终,共计109万人参加了这次百万人写同一篇文章的写作活动。这个本来为大学英语4级、6级,TOFEL、GRE 英语作文教学而设计的平台也在这次活动中延伸到了全国

英语作文错误批改符号及含义

英语作文错误批改符号及含义 符号含义 abbr --- error in abbreviation 缩写错误 C --- error in conjunction 连词错误 cap --- should use capital letter 应该大写 CE --- Chinese English 中式英语 col --- error in collocation 搭配错误 comp --- error in comparison 比较错误 D --- error in diction 措辞错误 div --- error in word division 断词错误 frag --- sentence fragment 不完整句 G --- error in grammar 语法错误 ll --- faulty parallel structure 并列结构/平行错误 log --- error in logic 逻辑错误 mm --- misplaced modifier 限定词错 no cap --- should not use capital letter 不应大写 nsw --- no such word 没有此词 num --- error in numbers 数词错误 P --- error in punctuation 标点错误 plu --- should use plural form 应用复数 pron --- error in pronoun 代词错误 red --- error in redundancy 累赘错误 rep --- error in repetition 重复错误 run-on --- run-on sentence 断句错误(该用连词或分号、句号等) sin --- shoul use singular form 应用单数 sp --- error in spelling 拼写错误 sv --- subject-verb agreement 主谓一致 vt --- error in verbal tense 时态错误 vf--- error in verbal form 动词形式 vo --- error in voice 语态错误 wc --- error in word choice 选词错误 wo --- error in word order 词序错误 awk ---awkward expression 语句不通顺 prep---error in preposition介词错误 ital---italicized 单词斜体 ╳ --- some error here 某处有错(用于某处不易用符号解释的错误)∧ --- should add a word 应加某词 ( ) --- optional 可以不要 ┓ --- another paragraph 另起一段 / --- should be deleted 应删某词 ~--- error in sentence order 语序调换 ?--- meaning unclear 意义不明 ︱--- should be seperated 应当分开 — --- should be connected 应当连接

英语作文批改网

AIDS is the threat of entire society What is AIDS? AIDS is a serious infectious disease that can cause people to death. The AIDS virus which is also call human immunodeficiency virus(HIV) invades the human body then destructs body's immune function. It can make people suffer from various incurable infections and tumors. The full name of AIDS is Acquired Immune Deficiency Syndrome. From its name we can know three specific definition, Acquired means the cause is acquired rather than innate; Immune Deficiency means in the aspects of pathogenesis, it is mainly caused by the body's immune system and lead to reduce the damage or loss of the protective function of the immune system; Syndrome means In the clinical symptoms, complex symptoms due to various system immunodeficiency caused by infection and tumor. The origin of AIDS is Africa and mainly comes from developing country. Transmission and pathogenesis of AIDS The AIDS virus mainly exists in the various body fluids of the AIDS virus infection and has strong infectious. The main route of infection of the AIDS virus are sexual transmission, blood transmission and mother to child transmission. From HIV infection to develop into AIDS patients has four stage: The first phase is acute stage, The second stage is the asymptomatic period, which is called the incubation period, too.The third stage is the pre AIDS.The fourth period is full period of AIDS or AIDS in the late, which is the most complex. The treatment and prevention of AIDS AIDS is a serious infectious disease with high fatality rate, there is still no cure for drugs and methods, but can be prevented. Drug therapy can be divided into three categories: Anti HIV drugs, immunomodulators and anti infective Drugs. AIDS is a threat to every person and every family, the prevention of AIDS is the responsibility of the whole society. Many daily behaviors cannot infect AIDS virus. To comply with sexual morality is the fundamental measures for the prevention of the sexual transmission of AIDS. Sharing syringes, drug taking is a major channel for the spread of AIDS, therefore, we should refuse drugs and cherish life.

在线教学-英语批改网作文

My Opinion of Online Teaching and Learning In recent years, the technology of online teaching has brought an army of convenience and benefits on students and instructors. Although it's not a main current of us to get knowledge, it developed quickly and really helped a lot.However, this year is the most different and difficult year for education in last decades. Because of the novel corona virus, we have to accomplish tasks at home by online studying. It is a controversial topic to students which have brought us some problems. Now I will talk about my opinion of online teaching and learning. In my point of view, online teaching is not so efficient and helpful as offline teaching. It is known to us all that each coin has two sides, online teaching is no exception. Nevertheless, I think it has more disadvantages than advantages.Here are some of my arguments. From the aspect of students, your attitude and capacity of self controlling can be the most important element to determine the result of the study and determine your grades. For the students who can't control themselves well, undoubtedly it is a terrible disaster of their study careers. Virtually, there are too many things to disturb us at home. Lack of the interaction between students and teacher, online teaching can be boring and hard to understand easily for some students. The most important thing is that without the studying atmosphere, it is hard to concentrate on studying for a long time. Therefore, some students will miss some important knowledge points. If students are getting bored with the studying, no matter what kinds of information can distract them from online studying. Otherwise, if the knowledge is too hard to understand, some students will be nervous and desire to escape from the difficult tasks instinctively. If they escape from the class, it will be more difficult to understand the next knowledge points. Gradually, those students will lose the passion of learning completely. For the students who can manage their time easily, it is a great method for them to study by themselves because it can be convenient to learn a variety of knowledge. Compared with the students who can't control themselves, those students will make progress easily and the gap between them will be bigger and bigger. From the aspect of teachers, online teaching can be a new challenge for them. Because during online teaching, it will be difficult to know the situation of how well do students master the knowledge. Additionally, older teachers will be difficult to use the online equipment fluently. There are also quite a few problems to disturb the teachers such as their naughty children will make trouble and so on. In conclusion, online teaching and learning are definitely a good way to study in the course of the epidemic situation. But it can never take the place of offline teaching absolutely.

英语教学心得体会之英语作文的批改与点评

英语教学心得体会之英语作文的批 改与点评 英语教学心得体会之英语作文的批改与点评 一篇作文交给老师后要一个多星期后才能拿到,等拿到手,学生早已忘掉当初是怎样写的了。再看看从头到尾的红圈圈和各种标记,学生对自己的写作能力总是表示怀疑,积极性大受挫伤,

进而也对英语作文失去了信心和兴趣。,怎样批改和点评学生作文才能激发学生的写作热情,增强他们的自信心,并使他们及时了解自己作品的缺陷,通过修改和纠错来使自己掌握写作的基本技巧,复习语言运用知识,最终达到提高写作能力的目的,这些就是我在教学过程中一直思考的问题。 一、确立以肯定为主的评价风格,着力挖掘优点,激发学生的写作热情。 1、兴趣与自信对英语学习的作用是众所周知的。而二者的产生和保持在一定程度上依赖于付出努力后所获得的成就感。因此,学生每完成一篇作文,我

们都应尽量发现其可取之处,给予恰当的表扬并提出中肯的意见,让学生期待下一次完成得更好。每一次肯定、欣赏的评价,都是帮助学生挖掘其内动力的最好的催化剂。所以,在评价学生作文时,我主要采取朋友式的交流方式,探讨学生文章立意的的新颖之处、思想的深度、结构是否清晰、段落是否分明、语言表达是否准确生动。 2、每一次习作后我都选择几篇文体规范、结构完整、段落分明、语言流畅的作文作为范文在全班朗读并展示。选择时,我不受分数的局限,只要有特色就行。讲评时我大力表扬并宣读他们的

作品,从构思、谋篇布局到语言运用诸方面充分肯定作文的优点,指出他们在分析审题、谋篇成段、语言运用等方面的过人之处,并以此归纳总结这一类主题作文中常用的结构、句型和习惯表达。这样不但可以使学生多接触优秀的范文,还可以激发被选中学生的积极性,并促进未入选者。事实证明,许多学生你追我赶,甚至暗中叫劲,都想让自己的作品成为下一次的范文。 3、除了优秀学生的作文展示,我还特别注意基础较差学生的每一次进步。他们只要在结构、段落、思想或用词用句上有较好的表现,我都给他们以“笑

英语写作的问题及解决措施

首先,我先谈谈在我所教授的班上,对于英语写作所存在的问题。 1.学生对写作有畏惧感 很大部分学生对英语写作不感兴趣,一提到写作就害怕,也无从下手,不知道该写什么,怎么写,尽管绞尽脑汁,写出来的作文得分率也很低,有的甚至就不写,经常出现写作空白卷。 2.写作中常见的错误 (1)单词拼写错误多 拼写错误是学生作文中普遍存在的一个问题,主要错误集中在一些形相似,音相近的单词等等。 (2)选词不当的错误 学生在写英语作文时只注意“要点提示”中的汉语字面意思,而忽视了所选单词的词性,用法及其搭配。以至于错用,乱用。(3)时态,句子结构,主谓一致等语法错误 很多学生在英语写作中会有一些基本的语法错误。主要原因在于学生不习惯英语语言中的变化形式。 (4)句式表达错误 此类错误具体表现为学生所选用的句式不符合英语语言习惯,学生经常按汉语顺序译成英语,使得逻辑混乱。 (5)综合性错误 如名词的单,复数变化,形容词和副词的混淆,冠词的错用,介词的错用,代词的误用,非谓语动词误用等。 其次,我谈一下,听了专家的讲座后,我该如何解决这些问题,帮助

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