“互動螺旋式評改”是根據語文課程標準關于寫作教學方面的相關論述和要求，即既要保持對學生修改作文內容的考查，同時也應對修改作文的過程及方法予以必要的關注而所創建的一種適應現代化教學要求的新型作文評改模式。它能夠引導學生逐步地自改互改，學生之間相互取長補短，最終共同提高各自的作文水平。國外作文教學選擇開放評價標準，關注學生個體差異。教師鼓勵學生去解釋、判斷；讓學生多寫、多改。這給本課題帶來較大的理論參考價值。國內很多學校也在研究關于作文批改改革或有效策略的研究，很多學校也研究出了有效批改作文的策略和切實可行的方式。如：魏書生老師讓學生互相批改作文的做法有實效而且學生樂于接受。學生之間互批作文，學生都能夠互相閱讀兩名及兩名以上同學的作文，可以發現和指正別人的缺點且引以為戒，也可以學習到他人的優點，互相學習進步。而且經過實踐檢驗，學生們最終不僅記住了寫作的基本要求，而且對此有了較之以往相對深刻的理解與記憶，有利于提高學生的寫作認知與水平。除此之外，學生同學之間也增加了一個思想交流的平臺。本報告首先充分考慮到當前我國語文課程改革這種時代的教育背景的特征，因此得以立足于作文評改教學現狀，并且將改善改正學生的不端正寫作態度以及提高其文章鑒賞素養與能力作為出發點和最終落腳點，創建了新的互動螺旋式評改模式，且在實踐中驗證與取得了良好的教學效果。這種新型作文評改模式的驗證結果表明，其不論是在傳統的教學環境抑或是現代化的網絡教學環境之中都可以有效改善學生的不端正寫作態度，以及提高學生的文章鑒賞能力與素養。一、研究背景1.小學作文評改教學現狀作文教學不僅僅是語文教學之中的重難點，同時也是影響著語文教學進一步發展的瓶頸性因素。小學語文教師在作文批改方面往往會消耗很多精力與心血，但在將作文成績發給學生后，很多學生僅僅注重老師的批語與作文等級。如果教師評語未和學生平等溝通或者缺乏技巧性，那么學生就很容易出現心灰意冷的情況；有的教師在批改中把自己個人的思維方式強加給學生，難免把學生活躍的思維禁錮了；有的教師在批改中拔高評改要求，這樣往往導致滿篇文章變成了教師的改動產品，不僅僅不利于提高學生的積極性，而且也沒有起到應有的作文指導作用。而且以往小學作文教學程序主要是：教師指導、學生寫作、教師批改以及教師講評。就信息論視角分析，將學生作文學習綜合過程展現出來，即：學生吸收信息、信息輸出、信息反饋以及信息評估。然而，就信息反饋視角分析，其教學過程僅僅是單向信息反饋，所以，此作文教學方式成效甚微。所以，改革傳統的作文評改方式勢在必行。2.課程標準呼喚教學改革“要重視引導學生在自我修改和相互修改的過程中提高寫作能力。”是我國語文課程標準在實施建議中的明確要求。而且在第二學段與第三階段作文寫作目標方面的要求提出來，即：學習修改作文寫作中錯誤較為顯著字詞與句式；對自己的作文認真修改，主動和其他同學交換修改，以保證自己的作文書寫規范、行款正確、語句通順等。二、研究目的和意義課題基于傳統作文批改模式的弊端，構建全新互動式螺旋形作文批改模式。通過五類課例的研究，形成了較成熟的適合學生的批改模式。學生能夠積極投入到互動螺旋式作文批改的過程之中，放下負擔，有話敢說，有問敢提，有疑敢質，形成暢所欲言的局面，使學生在評改中受益，提高自身的寫作能力。依托互動螺旋式評改模式，將單一的寫作訓練變成閱讀、寫作、修改、合作、欣賞等多種功能的寫作訓練，將作文評改中的單邊活動、雙邊活動擴充為多邊活動，提高了學生的合作能力和鑒賞能力。互動螺旋式作文評改模式是將培養學生學習興趣，并激發其寫作欲望作為出發點和最終落腳點，變被動學習為主動學習，讓學生學會學習、樂于學習，通過師生、生生之間的互動、合作與交流，互相理解，彼此傾聽，既打破了以往的寫作定勢，同時也有利于創造性思維的形成和增強，對于小學語文作文評改教學的改善和進一步發展具有重要意義。三、研究的目標和內容1.研究目標通過作文教學典型課例的研究與積累，摸索一條作文教學中“互動螺旋式”評改方式的新路子。通過互動式的作文評改方式，將作文教學中的信息單向反饋轉變為多向、交叉型的信息反饋。學生通過相互評價、自我修改及幫他人修改這一系列過程，來促進閱讀水平，寫作水平修改水平的提升，最終使語文綜合運用能力得到螺旋式的提升。 2.研究內容通過查閱文獻、觀察學生習作、對學生進行訪談等方法，對傳統作文評改方式的弊端成因，進行分析研究。通過實踐研究，探索一條促進學生發展的作文互動式評改新路子，將教師一人批改、講評轉化為在教師指導下的全體學生的自我評改、互評，不僅僅有利于改變當前教學實踐中教師精批細改效率低下的現狀，而且也可以比較全面地從宏觀到微觀對學生批改行為進行指導，從而激發師生雙方積極性，最大程度改變“教師怕批作文”“學生怕改作文”的局面。選取各個層次水平的學生各幾名作為實驗個體，以幾堂典型性的作文課堂為載體，作連續性的記錄。從而讓學生逐漸地形成基本的文章評判與樸素的文章品鑒能力和素養，學會學好自修與他修，從內在提高學生作出好文章好作文的心理需求與愿望。為提高學生的作文水平與文字能力和學生人文領域的日后發展奠定一個堅實的基礎。四、小學作文互動螺旋式評改方法傳統評改作文的操作流程一般是：首先，教師精批細改學生作文，然后在課堂上針對學生作文中的優缺點進行一一羅列。實踐證明，這種方法收效甚微，究其根本原因，教師在整個評講過程中唱主角，學生只是配角，教師沒有調動廣大學生的積極性，發揮學生的主觀能動性。因此，語文教師應另辟蹊徑，讓每一位學生都成為作文評改的主角。因此，構建一種新的作文評改模式就顯得尤為重要。由于長期從事高年段的語文教學，經過一段時間的摸索，構建了“例文引領，智能互改”操作模式。1.示范修改，典型引路（1）選擇例文，作好鋪墊。克拉克“范例教學”理論要求“教師教給學生的東西，必須是經過教師精心挑選的具有代表性的內容”。所以范文的選擇是關鍵的關鍵。我把學生習作收上后，會宏觀地挑選一篇，這篇例文要圍繞作文要求，既要有明顯的“亮點”，又要有明顯的不足。然后印發給學生或者投影到屏幕上，便于共同修改，開出“良方”。這種良莠并兼的例文才可以起到示范引領作用；（2）明確要求，落實方法。根據本次習作的要求，老師和學生一起圍繞訓練內容、重難點自由討論，確定本次習作的重點、評改要求和批改標準，進而全班統一本次作文評改的重點。每次評改根據作文教學的序列安排來確定重點，而不需要全面開花。如該次訓練目標突出的重點，可以是事情是否寫具體，可以是重點是否突出，可以是是否按一定的順序，也可以是選材是否新穎，還可以是題目是否恰當總之，每次的側重點不同，真正體現每課一得，課課必得；（3）師生共評，思維碰撞。確定了例文，明確了方法，師生共同討論例文的優缺點，讓學生分組討論，在這一步中，教師要引導學生發現文章的優點，為己所用，同時引導學生發現文章的缺點，在以后寫作中避免。在小組交流中，教師要充分吸收各方面的意見，創設和諧寬松的民主氣氛，然后全班交流，老師利用投影教會學生正確的修改方法和步驟，讓學生有章可循。操作步驟：用波浪線畫出好詞佳句；用正確的修改符號修改病句與病段；根據每次訓練重點寫出亮點與不足；評分。2.智能互改，水到渠成（1）自評自改，躍躍欲試。在例文的指引下，學生明確了目標，掌握了修改方法和步驟，再加上平時作文PK口頭評改的積累，個個從“望而卻步”到“躍躍欲試”。于是，老師不失時機地先讓他們用鉛筆修改自己的習作，再寫下亮點和不足，自評分數；（2）交換互改，取長補短。所謂“旁觀者清，當局者迷”。有了前面環節的鋪墊，可以放手讓學生修改別人的習作了，要求他們抱著尊重別人勞動成果的心態，拿起紅筆，真正當一回小老師，認真修改同桌的習作，寫好評語后還要端端正正地簽上：小老師：。給他們戴上“小老師”的花環，當然不敢馬虎了事，個個儼然一個老師，正襟危坐，認真修改。交換互改時，可以是同桌，可以是組內，還可以是隨機，形式不一；（3）小組評議，共同進步。“三個臭皮匠，頂個諸葛亮。”交換互改后進入小組評議。關于小組劃分，應根據具體情況，根據組間同質、組內異質的原則進行分組，每組以46人為宜。每組都應該由寫作水平好、中、差的學生搭配，便于共同進步。小組評議的步驟是：輪流發言，讀出你所改的文章的好詞佳句，說出“亮點”，提出質疑，共同討論；（4）評文競賽，精彩紛呈。批改后，寫作者與批改者展開對話交流，面對面說出你這樣修改的原因，這是最激烈的環節，學生思維的火花全被點燃，經常爭辯得面紅耳赤，最后只能尋求老師的幫助；（5）教師評定，有效指導。學生互評之后，教師還要全面檢查調控。習作收上來后，既要看學生的習作，也要檢查學生的評改情況，對習作中沒有被修正的錯誤，要及時指出，教師還必須檢查文后評語的正誤，對于評語不當的，應加以糾正，并在下次作文評改課上加以提醒。這樣也體現出教師的指導作用。3.成功分享，其樂融融成就動機人皆有之，而“發表”就是鼓勵、就是認可、就是成功。教師要想方設法給學生的作文一個“發表”的機會，讓更多不同層次的學生不斷獲得成功并體驗成功的喜悅，這無論是在調動學生的寫作興趣上，還是在提高學生的作文能力上，都將產生巨大的推動作用。因此，老師為孩子們創設了很多美文發表的空間。其一，收錄班級作品集金色童年；其二，發到班級博客“美文共賞”；其三，推薦到各報刊發表。對于評改認真者，也掃描發到班級博客，并在教室“我的作文我做主”園地展覽。4.互動螺旋式評改具體步驟為了對上一步的討論成果進行及時鞏固，學生以個人為單位按興趣喜好選擇某段內容進行實際修改操作。在這種情況下，語文教師就需要注意對學生思考問題進行積極引導：文章哪里還有所不足；自己想如何去修正。在作文修改后，學生對其修改成果進行分享，語文教師應該積極鼓勵學生討論所寫內容，并主動該次作文修改后的收貨，并闡述自己掌握了那些寫作技巧與實際寫作中應該注意那些問題。學生依照例文評改方法評改自己所寫的作文，同時將修改心得寫出來，確保學生能夠在實際作文寫作期間能夠字斟句酌、精心構思，而語文教師通過將批注性語言加在作文中，能夠對學生在作文寫作中的用意與思考加以直接了解，對學生寫作心理進行正確把握，以此有效指導學生展開作文寫作。教學流程如下：學生自評交換作文互動評改教師評定學生互批情況學生修改作文并撰寫修改心得教師終結性評價發表與分享。首先，寫作要求和評改方法的明確；其次，學生自我評估。在作文評改中，學生需要依照首步要求和相關評改方法自評自己所寫的作文，使作文基本修改意見得以初步形成。學生間交換作文，展開互動評改機制；再次，語文教師應該選擇小組交換、同桌互換和隨機交換等相結合的方式進行學生之間的互動評改。其次學生通讀作文不能少于兩遍，一遍略讀，一遍精讀，隨后按照標準進行評改。評改時必須認真思考，事實求是，并附姓名。教師在批改文章本身的同時，也應注意學生對作文的評改，對文章本身和文章評改兩個方面作出指導和及時的修正。注意對文章評改能力不達標者進行針對性的重點輔導。學生對老師和同學的建議進行認真思考和綜合把握從而對文章進行最后的修改，并附心得體會。應注意從文章修改原因、過程、結果等方面進行比較總結心得體會。小學語文教師瀏覽所修改的最終版作文，同時鼓勵學生自我評改，指導學生從作文修改中總結經驗，為今后的作文寫作打下基礎。 為了提高學生興趣和及時鞏固成果，教師可建立一個文章發表公布的平臺，讓學生體驗文章帶給自己的成功之處。將多種作文成果發表的渠道提供給學生，比方說，將作文天地在黑板中開辟出來，創建班級優秀作文集，將學生作文推薦到當地雜志社或者學校廣播臺中。小學生對作文學習的興趣有明顯的增強，提高學生的作文水平。選取各個層次水平的學生各幾名作為實驗個體，以幾堂典型性的作文課堂為載體，作連續性的記錄。結果顯示，在作文興趣方面，產生興趣的學生增加了2倍；覺得一般的學生減少44%；而對其完全沒興趣的則減少6%。在寫作能力方面，認為能夠有效提高寫作能力的學生增加了1.6倍；覺得效果一般的減少了17%；效果較差的則減少了38%。“互動螺旋式”的評改比較好地激發和提高了學生興趣和能力。五、總結課題成果推廣中，要重點關注小學作文“互動螺旋式評改”方式的應用，將課題研究組積累的教學模型和教學方法加以整合，相互借鑒，形成貫穿課堂教學始終的一整套小學作文“互動螺旋式評改方式”實施策略。由于小學生的基礎差異較大，其作文水平存在差異，課題組要重點關注小學生的個體差異，尋求促進不同基礎、各個層次的學生共同提高學生的作文水平，為學生的終身發展奠定基礎。The interactive process of spiral is based on Chinese curriculum standard on the relevant expositions of writing teaching and requirements, which should not only keep modifying composition content examination to the student, at the same time should also revises the thesis the process and method of the necessary attention and created a new composition correction mode to adapt to the modern teaching requirements. It can guide students step by step since the change each other, complement each other, each other between the students eventually improve the level of their composition together. Abroad choose open composition teaching evaluation standard, pay attention to students individual differences. Teachers encourage students to explain, judgment; Let the students write and change. This gives this topic brings great theoretical reference value. Also in the research about the thesis revises many schools across the country reform or effective strategy research, a lot of schools have developed effective strategies and practical way of correcting a composition. Such as: wei scholar teacher let students practice of correcting a composition have actual effect and the students are willing to accept. Between each group of students composition, students are able to read each two and two more than the composition of the classmate, can discover and correct the faults of others and to take, also can learn the good in people, learn from each other. And tested, finally the students not only remember the basic requirement of the writing, and have a relatively deep understanding and memory than ever, to improve the students cognition and writing level. In addition, students between the classmate also added a platform for the communication of ideas.This report, first of all, fully consider the current of The Times, the Chinese curriculum reform of our country education background characteristics, therefore to based on the composition teaching a process of the status quo, and will improve the correction of the writing attitude and students to improve their articles appreciate quality and ability as the starting point and the foothold finally, created a new spiral pattern, a process of interaction and verification in practice and achieved good teaching effect. This new composition correction model validation results show that the both in the traditional teaching environment or the modern network teaching environment can effectively improve students writing attitude, and improve the students appreciation ability and accomplishment.First, the research background1. Primary school composition teaching a process of the status quoComposition teaching is not only a difficult point of Chinese teaching, but also affects the bottleneck factor to the further development of Chinese teaching. Primary school Chinese teachers in the thesis revises tend to consume a lot of energy and effort, but after the thesis result will be distributed to students, many students simply pay attention to the teachers comment on writing and composition level. If the teacher evaluation and students not equal communication or lack of skill, so students can easily lose hope of case; Some teachers in correcting impose their own personal way of thinking on students, hard to avoid the students active thinking confined; Some teachers in correcting the high request, a process that often lead to full articles became teachers change the product, not only conducive to improving the students enthusiasm, and there is no guidance to play its composition. And past primary school composition teaching program mainly: teachers guidance, corrects students writing, teachers and teacher evaluation. Students in the perspective of information theory, the thesis study the comprehensive process, namely: the students absorb information, information output, information feedback and evaluation. On the perspective of information feedback, however, the teaching process is only one-way information feedback, so, this thesis teaching way little success. So, it is imperative to reform the traditional way of composition correction.2. The curriculum standard for teaching reformTo pay attention to guide students in the process of self modification and change each other to improve writing ability. Is our country Chinese course standard in the proposals clear requirements. And in the second period and the third phase composition writing goal requirements, namely: learning to modify the composition writing error is significant words and sentence patterns; To modify your composition carefully, active exchange with other classmates and modification, to protect their own composition writing standards, HangKuan correctly and sentence fluent.Second, the research purpose and meaningSubject based on the disadvantages of traditional composition correcting model, build a new interactive spiral composition correcting model. Through five kinds of teaching research, has formed a more mature for correcting model of students. Students can actively into the process of interactive spiral thesis revises, put down the burden, have words to say, have asked dare to mention, there are suspected dare to pledge, form freely, so that the students in the process of benefit, improve their writing ability. Relying on the spiral pattern, a process of interaction will be a single writing training into reading, writing, editing, cooperation and enjoy a variety of functions such as writing training, the composition of unilateral and bilateral activities regarding expansion of multilateral activities, improve the students cooperation and appreciation ability.Interactive mode is a process of spiral composition will cultivate the students interest in learning, and stimulate their writing desire as the starting point and final foothold, change passive learning into active learning, let the students learn to study, willing to learn, through the interaction between students and teachers, cooperation and communication, understand each other, listen to each other, already broke the previous set of writing, but also conducive to the formation of creative thinking and enhancing, and to the improvement of the primary school Chinese composition teaching a process of further development is of great significance.Three, the research goal and the content1. The research targetThrough the thesis teaching lesson example research and accumulation, grope for a interactive spiral in composition teaching style in the process of new way. In the composition of the interactive process of way, to the information in the thesis teaching one-way feedback into multi-way, cross type information feedback. Students through mutual evaluation, modify themselves and help others to modify this a series of process, to promote reading comprehension, writing revision level of ascension, eventually make the language comprehensive ability to use a spiral ascension. 2. The research contentThrough the literature, observation methods of student work, undertake to the student interview, causes of the disadvantages of traditional composition correction method, carries on the analysis research. Through practice and study and explore a composition interactive process of the new way to promote the development of students, the teacher corrects one, evaluation can be converted to under the guidance of teachers, all students of self, a process of mutual, not only beneficial to change the current teaching practice in teachers fine batch change the current situation of low efficiency, but also more comprehensive from macroscopic to microcosmic correcting behavior guidance for students, so as to stimulate teachers and students both sides, the greatest degree change afraid of group composition of teachers students afraid of change composition. All levels level students selected several individuals as experiment, with a few typical composition class # as the carrier, continuity of record. So that the students gradually form a basic evaluation and simple articles tasting ability and accomplishment, learn to learn to get repaired with him, from the inside to improve students psychological needs and desire to make a good writing is good writing. In order to improve the students ability of composition level and text and students in the field of humanities and development in the future to lay a solid foundation.Four, interactive spiral primary school composition correctionTraditional composition regarding the operation of the process is: first, fine group of teachers to students composition, and then the advantages and disadvantages for students in the class composition list one by one. Practice has proved that this method have little effect, investigate its root causes, teachers sing leading role in the whole process of commented, students only in a supporting role, the teacher didnt arouse the enthusiasm of students, students subjective initiative into full play. Therefore, the language teacher should be a different approach, let every student become the protagonist of composition correction. Therefore, to build a new composition correction mode is particularly important. Due to long engaged in the full period of Chinese teaching, after a period of groping, build the intelligent mutual change lead. operating mode.1. The model changes, the typical way(1) select samples, paving. Clarke example teaching theory called teachers teach students, must be through the contents of the teachers carefully selected representative. So the key to the model selection is the key. After I put the charge on student work, macro to select an article, this text around the composition requirements, both should have obvious bright spot, and have obvious shortcomings. Then printed and distributed to students or projected onto a screen, and facilitate modifications together, issued a cure. This fire and herewith can play a demonstration and leading role; (2) clear requirements, implement the method. According to the requirements of the project, teachers and students together around the training content, heavy difficulty brainstorming, confirm the emphases of this paper, and a process of grade standard, thus the focus of the unified process of the composition of the class. Every time a process according to the sequence arrangement to determine key of composition teaching, without the need for a full blossom. Training goals such as the prominent key, whether can be things write specific, whether can be the key prominent, whether can be according to certain order, also can be select material is novel and, also can be a proper subject. All in all, each of the different emphasis, embody each lesson, the punishment wingsley will receive; (3) a total evaluation of teachers and students, thinking collisions. Confirmed the samples, has been clear about the method, the advantages and disadvantages of the teachers and students to discuss samples, lets the student group discussion, in this step, teachers should guide students to find the good in the article, in their place, guides the student to find the disadvantages of the article at the same time, to avoid in the later writing. In group communication, teachers should fully absorb the various aspects of ideas, create a harmonious atmosphere relaxed democracy, then the communication, the class teacher using projection methods and steps teach students the right to modify, let the student zhang. With wavy lines operating steps: good word lovers; With the right to modify symbols modify pragmatically and disease; According to each training key write the window and deficiencies; Score.2. Intelligent mutual change, follow(1) the self-assessment since the change, itch to try. In text, under the guidance of students has been clear about the goal, to master the modifying methods and steps, plus the usual PK oral composition of a process of accumulation, all from the off to hungry. So, the teacher time to let them change their paper with a pencil, write again bright spot and the insufficiency, self-reported scores; (2) exchange each other, complement each other. The so-called lookers-on see most of the students. With the front part of bedding, can let students to change someone elses project, requiring them to hold respect others work achievement of mentality, pick up the red pen, when real time little teacher, the earnest revision deskmate assignments, written comments after sign: seriously from the little teacher: XXX. Give them to wear little teacher garland, of course cant careless, all like a tea