《义务教育语文课程标准》在作文评讲的要求中指出:“评讲要肯定成绩,抓住带有共性的问题,鼓励学生的积极参与。批改要采取多种形式、多种方法,尊重学生意愿,肯定学生的点滴进步,讲究实效,要逐步培养学生自己修改习作的能力。”然而,教师精批细改,大多学生发到批改后的作文本只“瞥一下分数”就丢在一边,教师的辛苦工作成了“无用功”。笔者就此进行如下的思考和实践。一、高分激励,享受快乐1.针对差异,教师评分法我以为,教师在每一阶段教会学生一定的写作基本功,只要学生掌握了,就可以给学生一个满分,大可不必从开头到结尾,从遣词造句到思想观点、到文采等方面求全责备。要求太高,学生畏难了,也不肯,甚至不爱写作了。假如评价的标准低一档,学生既掌握了写作的方法,又有了信心,写作的兴趣更浓了,孰优孰劣, In the requirements of the essay commentary, the compulsory education language curriculum standard states: “Commentary should affirm achievements, seize common problems and encourage students to actively participate in. Criticism should take many forms, various methods and respect Students ’wishes, affirming the students progressively, pay attention to results, and gradually develop students’ ability to modify their own practice. ”However, the teacher carefully revised, most of the students sent to the revised composition of the text only “ glance at the score ” Left aside, the teacher’s hard work has become “useless ”. The author on the following considerations and practices. First, the score incentive, to enjoy happiness 1. According to the difference, teacher grading method I think that teachers at every stage of teaching students a certain basic writing skills, as long as the students mastered, you can give students a perfect score, you do not have to from the beginning to the end , From the wording of the sentence to the ideological point of view, to Wen Cai and other areas seek full blame. The requirements are too high, the students feared, refused, or even did not love to write. If the evaluation of the standard one stall, students not only mastered the writing method, but also the confidence of the writing more concentrated interest, which one is better,