For many years, the tradition of "careful evaluation and careful reform" has been puzzling Chinese teachers: can the education authorities survive without doing so? Can parents be willing? Because that's how Chinese teachers have changed their compositions since ancient times! This has become a matter of course. As a teacher, if you don't change these "two mountains", your conscience will not pass. Correct it. No. In view of this phenomenon, we seek change.

First, the way and basis for the change of educational theory.

Curriculum Standard puts forward: "The presentation of students' composition evaluation results can be written or oral;": It is also possible to comprehensively adopt various forms of evaluation. " At the same time, the curriculum standard also clearly points out that students should be able to independently modify their own articles, combine their own knowledge of Chinese, write more and change more, and form the habit of learning and communication. "Willing to show and evaluate each other's writing achievements." And put forward different revision requirements for different grades. Nearly half of the composition topics in the senior Chinese textbooks in primary schools clearly require students to revise their compositions carefully after writing them. It can be seen that it is in line with the requirements of the curriculum standard to let students revise their compositions and improve their ability to revise.

Mr. Ye Shengtao once said: "The teacher works hard to correct the composition, but the students don't understand it, that is, kung fu is the same as throwing it in vain." He also said, "If the focus is on cultivating students' ability of self-revision, the teacher only gives some guidance and guidance. How can students think and decide for themselves? Isn't the student in an active position? Sukhomlinski's Advice to Teachers also pointed out that "experiencing an emotion of personal participation and knowledge mastery is an important condition for arousing teenagers' unique interest in knowledge." In the process of homework, students are not only the object of evaluation, but also the active participants of evaluation. Only by participating in composition evaluation and experiencing and feeling personally can we arouse strong interest and desire for composition. The power of teaching lies in guiding, transforming and enlightening. Let the students, with the help of correcting, "treasure hunt" in their classmates' articles, "choose their good ones and follow them, and change their bad ones". Let students really taste the fun of learning and improve their writing level.

Therefore, reforming teachers' one-way marking mode and allowing students to correct their own articles is an effective means to change students' interest in correcting other people's articles into self-correcting. This accords with educational theory.

Second, it is beneficial to cultivate students' non-intelligence factors.

The future society requires people to become a comprehensive and high-quality person, learn to study, learn to do things, learn to communicate and learn to survive. Under the same intellectual conditions, students with better development of non-intellectual factors are often more able to make a difference. Mutual criticism and correction of compositions can not only effectively improve students' writing ability, but also have positive significance for cultivating students' non-intelligence factors.

1, change roles, cultivate inner interest in writing

Organize students to criticize each other's compositions, so that the roles of students and teachers can be exchanged and students can have a new sense of excitement psychologically. The curiosity of teenagers makes students pay more attention to other people's articles in the process of correcting each other, and the corrected people will pay more attention to comments, thus enhancing their interest in writing.

2. Increase the pressure and stimulate students' achievement motivation.

The teacher corrected the composition and the comments were poor, so the students didn't have much pressure. Their psychology will change when they correct each other. Teenagers have a strong sense of self, especially among their peers, and they are unwilling to show their ugliness. Mutual criticism and revision of compositions will inevitably prompt them to try their best to write better.

3. Create situations and create a strong class culture atmosphere.

Students' response to teachers' comments is mostly obedience. This psychological state is not conducive to the improvement of ability and the development of mind. Students evaluate each other's compositions, which creates democratic teaching and forms a psychological mechanism that constantly produces new ideas and new ideas. This long-term cooperation will undoubtedly promote the development of class culture and form a vivid and United cultural atmosphere of pursuing truth and seeking consensus.

4. Experience joys and sorrows, and assume the responsibility of others to grow together with themselves.

The mutual revision of compositions allows students to experience and appreciate their progress in writing under the evaluation of others and their own evaluation. This is a process of common growth, which embodies the essential characteristics of students' growth in the school education situation.

5. Return to the standard and cultivate students' good habit of correcting their own compositions.

How to conceive, lay out and refine sentences in an article can only be improved by students themselves through repeated revisions. Changing students' compositions with each other is a return to their jobs, which really puts students in the dominant position and makes teachers' affairs their own business. Cultivating this concept and habit is really "teaching without distinction" and "lifelong education" to cultivate talents' potential.

6. Promote communication and cultivate students' sense of collective cooperation.

The builders of the future society need to have the psychological quality of being good at cooperating with others. Students can gradually form communication habits and cooperative personality by changing their compositions with each other, and their sense of collectivity will be continuously enhanced. This kind of self-education training is far more significant than composition correction itself, which is conducive to improving students' comprehensive quality.

Third, abandon triviality and liberate teachers.

Comenius said in On Great Education: "Try to make teachers teach as little as possible and students learn as much as possible." Mutual evaluation and revision of compositions will enable teachers to cross the threshold of "all in one" careful evaluation and revision, liberate themselves and have more energy to pay attention to students in their compositions.

In view of this, we can confidently say that mutual evaluation and revision of compositions is not only a reform in form, but also a change in concept. Organizing students to evaluate each other's compositions is a practical activity with reform significance and an effective measure to implement quality education in specific teaching links and improve teaching quality in an all-round way.