一、问题的提出小学生习作发展性评价以多元智能理论为基础,重视学生习作方面的个别差异,不断收集学生习作发展中的信息,发现和分析每位学生写作的发展潜力及目前的优势和不足,并提出具体的、有针对性的习作评价改进建议,让每一位学生都有可发展的潜力。然而,长期以来,学生的习作,一直是教师批改、讲评,学生没有创新的余地,不管是教师的详批还是略批,学生都兴趣不大,缺乏自信心,学生写作的兴趣日益削减,写作变成了一件苦差事。 First, the problem raised The development of primary school students work evaluation based on multiple intelligence theory, emphasis on individual differences in student work, and constantly collect information on the development of student work, find and analyze the development potential of each student writing and the current strengths and weaknesses , And put forward specific, targeted evaluation of the proposed improvements, so that every student has the potential to develop. However, for a long period of time, students ’assignments have always been teachers’ criticism, comment, and lack of room for innovation. No matter whether the teachers are detailed or slightly criticized, students are not very interested and lack self-confidence. Their interest in writing is diminishing and writing Become a chore.