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在聋校作文教学领域里,一直存在着一块只见耕耘少见收获的误区,这便是作文的批改。教师像“愚公移山”一样,一篇又一篇批改案头那些句序颠倒、结构混乱的作文,常常累得腰酸背痛,头昏眼花。这些精批细改的作文一发回聋生手里,他们却往往只看一看分数,便扔在一边了事。怎样才能走出这片误区,使教师对聋生作文的评改成为一个高效益低投入的教学环节呢?笔者从几年的教学实践中摸索发现,主要原因存在于我们教师的作文评改中,它远离了聋生的心理,不符合聋生心理发展要求,若能从
In the deaf school essay teaching field, there has always been a misunderstanding of the rare gains of hard work, which is the reform of essay. Like teachers, “Foolish Old Man,” the same piece by piece criticism of the sentence order upside down, confusing composition, often tired backache, dizziness. These fine details of the composition sent back to the hands of a deaf student, but they often only take a look at the scores, they throw aside. How can we get out of this erroneous zone, so that teachers ’evaluation of deaf students’ composition can become a teaching link with high efficiency and low investment? The author has found through several years of teaching practice that the main reason lies in our teacher’s composition evaluation. The mentality of deaf students do not meet the psychological development of deaf students, if from