小學(xué)作文“互動(dòng)螺旋式評(píng)改”的課例研究.docx

“互動(dòng)螺旋式評(píng)改”是根據(jù)語(yǔ)文課程標(biāo)準(zhǔn)關(guān)于寫作教學(xué)方面的相關(guān)論述和要求，即既要保持對(duì)學(xué)生修改作文內(nèi)容的考查，同時(shí)也應(yīng)對(duì)修改作文的過(guò)程及方法予以必要的關(guān)注而所創(chuàng)建的一種適應(yīng)現(xiàn)代化教學(xué)要求的新型作文評(píng)改模式。它能夠引導(dǎo)學(xué)生逐步地自改互改，學(xué)生之間相互取長(zhǎng)補(bǔ)短，最終共同提高各自的作文水平。國(guó)外作文教學(xué)選擇開(kāi)放評(píng)價(jià)標(biāo)準(zhǔn)，關(guān)注學(xué)生個(gè)體差異。教師鼓勵(lì)學(xué)生去解釋、判斷；讓學(xué)生多寫、多改。這給本課題帶來(lái)較大的理論參考價(jià)值。國(guó)內(nèi)很多學(xué)校也在研究關(guān)于作文批改改革或有效策略的研究，很多學(xué)校也研究出了有效批改作文的策略和切實(shí)可行的方式。如：魏書(shū)生老師讓學(xué)生互相批改作文的做法有實(shí)效而且學(xué)生樂(lè)于接受。學(xué)生之間互批作文，學(xué)生都能夠互相閱讀兩名及兩名以上同學(xué)的作文，可以發(fā)現(xiàn)和指正別人的缺點(diǎn)且引以為戒，也可以學(xué)習(xí)到他人的優(yōu)點(diǎn)，互相學(xué)習(xí)進(jìn)步。而且經(jīng)過(guò)實(shí)踐檢驗(yàn)，學(xué)生們最終不僅記住了寫作的基本要求，而且對(duì)此有了較之以往相對(duì)深刻的理解與記憶，有利于提高學(xué)生的寫作認(rèn)知與水平。除此之外，學(xué)生同學(xué)之間也增加了一個(gè)思想交流的平臺(tái)。本報(bào)告首先充分考慮到當(dāng)前我國(guó)語(yǔ)文課程改革這種時(shí)代的教育背景的特征，因此得以立足于作文評(píng)改教學(xué)現(xiàn)狀，并且將改善改正學(xué)生的不端正寫作態(tài)度以及提高其文章鑒賞素養(yǎng)與能力作為出發(fā)點(diǎn)和最終落腳點(diǎn)，創(chuàng)建了新的互動(dòng)螺旋式評(píng)改模式，且在實(shí)踐中驗(yàn)證與取得了良好的教學(xué)效果。這種新型作文評(píng)改模式的驗(yàn)證結(jié)果表明，其不論是在傳統(tǒng)的教學(xué)環(huán)境抑或是現(xiàn)代化的網(wǎng)絡(luò)教學(xué)環(huán)境之中都可以有效改善學(xué)生的不端正寫作態(tài)度，以及提高學(xué)生的文章鑒賞能力與素養(yǎng)。一、研究背景1.小學(xué)作文評(píng)改教學(xué)現(xiàn)狀作文教學(xué)不僅僅是語(yǔ)文教學(xué)之中的重難點(diǎn)，同時(shí)也是影響著語(yǔ)文教學(xué)進(jìn)一步發(fā)展的瓶頸性因素。小學(xué)語(yǔ)文教師在作文批改方面往往會(huì)消耗很多精力與心血，但在將作文成績(jī)發(fā)給學(xué)生后，很多學(xué)生僅僅注重老師的批語(yǔ)與作文等級(jí)。如果教師評(píng)語(yǔ)未和學(xué)生平等溝通或者缺乏技巧性，那么學(xué)生就很容易出現(xiàn)心灰意冷的情況；有的教師在批改中把自己個(gè)人的思維方式強(qiáng)加給學(xué)生，難免把學(xué)生活躍的思維禁錮了；有的教師在批改中拔高評(píng)改要求，這樣往往導(dǎo)致滿篇文章變成了教師的改動(dòng)產(chǎn)品，不僅僅不利于提高學(xué)生的積極性，而且也沒(méi)有起到應(yīng)有的作文指導(dǎo)作用。而且以往小學(xué)作文教學(xué)程序主要是：教師指導(dǎo)、學(xué)生寫作、教師批改以及教師講評(píng)。就信息論視角分析，將學(xué)生作文學(xué)習(xí)綜合過(guò)程展現(xiàn)出來(lái)，即：學(xué)生吸收信息、信息輸出、信息反饋以及信息評(píng)估。然而，就信息反饋視角分析，其教學(xué)過(guò)程僅僅是單向信息反饋，所以，此作文教學(xué)方式成效甚微。所以，改革傳統(tǒng)的作文評(píng)改方式勢(shì)在必行。2.課程標(biāo)準(zhǔn)呼喚教學(xué)改革“要重視引導(dǎo)學(xué)生在自我修改和相互修改的過(guò)程中提高寫作能力?！笔俏覈?guó)語(yǔ)文課程標(biāo)準(zhǔn)在實(shí)施建議中的明確要求。而且在第二學(xué)段與第三階段作文寫作目標(biāo)方面的要求提出來(lái)，即：學(xué)習(xí)修改作文寫作中錯(cuò)誤較為顯著字詞與句式；對(duì)自己的作文認(rèn)真修改，主動(dòng)和其他同學(xué)交換修改，以保證自己的作文書(shū)寫規(guī)范、行款正確、語(yǔ)句通順等。二、研究目的和意義課題基于傳統(tǒng)作文批改模式的弊端，構(gòu)建全新互動(dòng)式螺旋形作文批改模式。通過(guò)五類課例的研究，形成了較成熟的適合學(xué)生的批改模式。學(xué)生能夠積極投入到互動(dòng)螺旋式作文批改的過(guò)程之中，放下負(fù)擔(dān)，有話敢說(shuō)，有問(wèn)敢提，有疑敢質(zhì)，形成暢所欲言的局面，使學(xué)生在評(píng)改中受益，提高自身的寫作能力。依托互動(dòng)螺旋式評(píng)改模式，將單一的寫作訓(xùn)練變成閱讀、寫作、修改、合作、欣賞等多種功能的寫作訓(xùn)練，將作文評(píng)改中的單邊活動(dòng)、雙邊活動(dòng)擴(kuò)充為多邊活動(dòng)，提高了學(xué)生的合作能力和鑒賞能力。互動(dòng)螺旋式作文評(píng)改模式是將培養(yǎng)學(xué)生學(xué)習(xí)興趣，并激發(fā)其寫作欲望作為出發(fā)點(diǎn)和最終落腳點(diǎn)，變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)，讓學(xué)生學(xué)會(huì)學(xué)習(xí)、樂(lè)于學(xué)習(xí)，通過(guò)師生、生生之間的互動(dòng)、合作與交流，互相理解，彼此傾聽(tīng)，既打破了以往的寫作定勢(shì)，同時(shí)也有利于創(chuàng)造性思維的形成和增強(qiáng)，對(duì)于小學(xué)語(yǔ)文作文評(píng)改教學(xué)的改善和進(jìn)一步發(fā)展具有重要意義。三、研究的目標(biāo)和內(nèi)容1.研究目標(biāo)通過(guò)作文教學(xué)典型課例的研究與積累，摸索一條作文教學(xué)中“互動(dòng)螺旋式”評(píng)改方式的新路子。通過(guò)互動(dòng)式的作文評(píng)改方式，將作文教學(xué)中的信息單向反饋轉(zhuǎn)變?yōu)槎嘞颉⒔徊嫘偷男畔⒎答?。學(xué)生通過(guò)相互評(píng)價(jià)、自我修改及幫他人修改這一系列過(guò)程，來(lái)促進(jìn)閱讀水平，寫作水平修改水平的提升，最終使語(yǔ)文綜合運(yùn)用能力得到螺旋式的提升。 2.研究?jī)?nèi)容通過(guò)查閱文獻(xiàn)、觀察學(xué)生習(xí)作、對(duì)學(xué)生進(jìn)行訪談等方法，對(duì)傳統(tǒng)作文評(píng)改方式的弊端成因，進(jìn)行分析研究。通過(guò)實(shí)踐研究，探索一條促進(jìn)學(xué)生發(fā)展的作文互動(dòng)式評(píng)改新路子，將教師一人批改、講評(píng)轉(zhuǎn)化為在教師指導(dǎo)下的全體學(xué)生的自我評(píng)改、互評(píng)，不僅僅有利于改變當(dāng)前教學(xué)實(shí)踐中教師精批細(xì)改效率低下的現(xiàn)狀，而且也可以比較全面地從宏觀到微觀對(duì)學(xué)生批改行為進(jìn)行指導(dǎo)，從而激發(fā)師生雙方積極性，最大程度改變“教師怕批作文”“學(xué)生怕改作文”的局面。選取各個(gè)層次水平的學(xué)生各幾名作為實(shí)驗(yàn)個(gè)體，以幾堂典型性的作文課堂為載體，作連續(xù)性的記錄。從而讓學(xué)生逐漸地形成基本的文章評(píng)判與樸素的文章品鑒能力和素養(yǎng)，學(xué)會(huì)學(xué)好自修與他修，從內(nèi)在提高學(xué)生作出好文章好作文的心理需求與愿望。為提高學(xué)生的作文水平與文字能力和學(xué)生人文領(lǐng)域的日后發(fā)展奠定一個(gè)堅(jiān)實(shí)的基礎(chǔ)。四、小學(xué)作文互動(dòng)螺旋式評(píng)改方法傳統(tǒng)評(píng)改作文的操作流程一般是：首先，教師精批細(xì)改學(xué)生作文，然后在課堂上針對(duì)學(xué)生作文中的優(yōu)缺點(diǎn)進(jìn)行一一羅列。實(shí)踐證明，這種方法收效甚微，究其根本原因，教師在整個(gè)評(píng)講過(guò)程中唱主角，學(xué)生只是配角，教師沒(méi)有調(diào)動(dòng)廣大學(xué)生的積極性，發(fā)揮學(xué)生的主觀能動(dòng)性。因此，語(yǔ)文教師應(yīng)另辟蹊徑，讓每一位學(xué)生都成為作文評(píng)改的主角。因此，構(gòu)建一種新的作文評(píng)改模式就顯得尤為重要。由于長(zhǎng)期從事高年段的語(yǔ)文教學(xué)，經(jīng)過(guò)一段時(shí)間的摸索，構(gòu)建了“例文引領(lǐng)，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?？死恕胺独虒W(xué)”理論要求“教師教給學(xué)生的東西，必須是經(jīng)過(guò)教師精心挑選的具有代表性的內(nèi)容”。所以范文的選擇是關(guān)鍵的關(guān)鍵。我把學(xué)生習(xí)作收上后，會(huì)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(diǎn)”，又要有明顯的不足。然后印發(fā)給學(xué)生或者投影到屏幕上，便于共同修改，開(kāi)出“良方”。這種良莠并兼的例文才可以起到示范引領(lǐng)作用；（2）明確要求，落實(shí)方法。根據(jù)本次習(xí)作的要求，老師和學(xué)生一起圍繞訓(xùn)練內(nèi)容、重難點(diǎn)自由討論，確定本次習(xí)作的重點(diǎn)、評(píng)改要求和批改標(biāo)準(zhǔn)，進(jìn)而全班統(tǒng)一本次作文評(píng)改的重點(diǎn)。每次評(píng)改根據(jù)作文教學(xué)的序列安排來(lái)確定重點(diǎn)，而不需要全面開(kāi)花。如該次訓(xùn)練目標(biāo)突出的重點(diǎn)，可以是事情是否寫具體，可以是重點(diǎn)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(dāng)總之，每次的側(cè)重點(diǎn)不同，真正體現(xiàn)每課一得，課課必得；（3）師生共評(píng)，思維碰撞。確定了例文，明確了方法，師生共同討論例文的優(yōu)缺點(diǎn)，讓學(xué)生分組討論，在這一步中，教師要引導(dǎo)學(xué)生發(fā)現(xiàn)文章的優(yōu)點(diǎn)，為己所用，同時(shí)引導(dǎo)學(xué)生發(fā)現(xiàn)文章的缺點(diǎn)，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(jiàn)，創(chuàng)設(shè)和諧寬松的民主氣氛，然后全班交流，老師利用投影教會(huì)學(xué)生正確的修改方法和步驟，讓學(xué)生有章可循。操作步驟：用波浪線畫(huà)出好詞佳句；用正確的修改符號(hào)修改病句與病段；根據(jù)每次訓(xùn)練重點(diǎn)寫出亮點(diǎn)與不足；評(píng)分。2.智能互改，水到渠成（1）自評(píng)自改，躍躍欲試。在例文的指引下，學(xué)生明確了目標(biāo)，掌握了修改方法和步驟，再加上平時(shí)作文PK口頭評(píng)改的積累，個(gè)個(gè)從“望而卻步”到“躍躍欲試”。于是，老師不失時(shí)機(jī)地先讓他們用鉛筆修改自己的習(xí)作，再寫下亮點(diǎn)和不足，自評(píng)分?jǐn)?shù)；（2）交換互改，取長(zhǎng)補(bǔ)短。所謂“旁觀者清，當(dāng)局者迷”。有了前面環(huán)節(jié)的鋪墊，可以放手讓學(xué)生修改別人的習(xí)作了，要求他們抱著尊重別人勞動(dòng)成果的心態(tài)，拿起紅筆，真正當(dāng)一回小老師，認(rèn)真修改同桌的習(xí)作，寫好評(píng)語(yǔ)后還要端端正正地簽上：小老師：。給他們戴上“小老師”的花環(huán)，當(dāng)然不敢馬虎了事，個(gè)個(gè)儼然一個(gè)老師，正襟危坐，認(rèn)真修改。交換互改時(shí)，可以是同桌，可以是組內(nèi)，還可以是隨機(jī)，形式不一；（3）小組評(píng)議，共同進(jìn)步?！叭齻€(gè)臭皮匠，頂個(gè)諸葛亮?！苯粨Q互改后進(jìn)入小組評(píng)議。關(guān)于小組劃分，應(yīng)根據(jù)具體情況，根據(jù)組間同質(zhì)、組內(nèi)異質(zhì)的原則進(jìn)行分組，每組以46人為宜。每組都應(yīng)該由寫作水平好、中、差的學(xué)生搭配，便于共同進(jìn)步。小組評(píng)議的步驟是：輪流發(fā)言，讀出你所改的文章的好詞佳句，說(shuō)出“亮點(diǎn)”，提出質(zhì)疑，共同討論；（4）評(píng)文競(jìng)賽，精彩紛呈。批改后，寫作者與批改者展開(kāi)對(duì)話交流，面對(duì)面說(shuō)出你這樣修改的原因，這是最激烈的環(huán)節(jié)，學(xué)生思維的火花全被點(diǎn)燃，經(jīng)常爭(zhēng)辯得面紅耳赤，最后只能尋求老師的幫助；（5）教師評(píng)定，有效指導(dǎo)。學(xué)生互評(píng)之后，教師還要全面檢查調(diào)控。習(xí)作收上來(lái)后，既要看學(xué)生的習(xí)作，也要檢查學(xué)生的評(píng)改情況，對(duì)習(xí)作中沒(méi)有被修正的錯(cuò)誤，要及時(shí)指出，教師還必須檢查文后評(píng)語(yǔ)的正誤，對(duì)于評(píng)語(yǔ)不當(dāng)?shù)模瑧?yīng)加以糾正，并在下次作文評(píng)改課上加以提醒。這樣也體現(xiàn)出教師的指導(dǎo)作用。3.成功分享，其樂(lè)融融成就動(dòng)機(jī)人皆有之，而“發(fā)表”就是鼓勵(lì)、就是認(rèn)可、就是成功。教師要想方設(shè)法給學(xué)生的作文一個(gè)“發(fā)表”的機(jī)會(huì)，讓更多不同層次的學(xué)生不斷獲得成功并體驗(yàn)成功的喜悅，這無(wú)論是在調(diào)動(dòng)學(xué)生的寫作興趣上，還是在提高學(xué)生的作文能力上，都將產(chǎn)生巨大的推動(dòng)作用。因此，老師為孩子們創(chuàng)設(shè)了很多美文發(fā)表的空間。其一，收錄班級(jí)作品集金色童年；其二，發(fā)到班級(jí)博客“美文共賞”；其三，推薦到各報(bào)刊發(fā)表。對(duì)于評(píng)改認(rèn)真者，也掃描發(fā)到班級(jí)博客，并在教室“我的作文我做主”園地展覽。4.互動(dòng)螺旋式評(píng)改具體步驟為了對(duì)上一步的討論成果進(jìn)行及時(shí)鞏固，學(xué)生以個(gè)人為單位按興趣喜好選擇某段內(nèi)容進(jìn)行實(shí)際修改操作。在這種情況下，語(yǔ)文教師就需要注意對(duì)學(xué)生思考問(wèn)題進(jìn)行積極引導(dǎo)：文章哪里還有所不足；自己想如何去修正。在作文修改后，學(xué)生對(duì)其修改成果進(jìn)行分享，語(yǔ)文教師應(yīng)該積極鼓勵(lì)學(xué)生討論所寫內(nèi)容，并主動(dòng)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(shí)際寫作中應(yīng)該注意那些問(wèn)題。學(xué)生依照例文評(píng)改方法評(píng)改自己所寫的作文，同時(shí)將修改心得寫出來(lái)，確保學(xué)生能夠在實(shí)際作文寫作期間能夠字斟句酌、精心構(gòu)思，而語(yǔ)文教師通過(guò)將批注性語(yǔ)言加在作文中，能夠?qū)W(xué)生在作文寫作中的用意與思考加以直接了解，對(duì)學(xué)生寫作心理進(jìn)行正確把握，以此有效指導(dǎo)學(xué)生展開(kāi)作文寫作。教學(xué)流程如下：學(xué)生自評(píng)交換作文互動(dòng)評(píng)改教師評(píng)定學(xué)生互批情況學(xué)生修改作文并撰寫修改心得教師終結(jié)性評(píng)價(jià)發(fā)表與分享。首先，寫作要求和評(píng)改方法的明確；其次，學(xué)生自我評(píng)估。在作文評(píng)改中，學(xué)生需要依照首步要求和相關(guān)評(píng)改方法自評(píng)自己所寫的作文，使作文基本修改意見(jiàn)得以初步形成。學(xué)生間交換作文，展開(kāi)互動(dòng)評(píng)改機(jī)制；再次，語(yǔ)文教師應(yīng)該選擇小組交換、同桌互換和隨機(jī)交換等相結(jié)合的方式進(jìn)行學(xué)生之間的互動(dòng)評(píng)改。其次學(xué)生通讀作文不能少于兩遍，一遍略讀，一遍精讀，隨后按照標(biāo)準(zhǔn)進(jìn)行評(píng)改。評(píng)改時(shí)必須認(rèn)真思考，事實(shí)求是，并附姓名。教師在批改文章本身的同時(shí)，也應(yīng)注意學(xué)生對(duì)作文的評(píng)改，對(duì)文章本身和文章評(píng)改兩個(gè)方面作出指導(dǎo)和及時(shí)的修正。注意對(duì)文章評(píng)改能力不達(dá)標(biāo)者進(jìn)行針對(duì)性的重點(diǎn)輔導(dǎo)。學(xué)生對(duì)老師和同學(xué)的建議進(jìn)行認(rèn)真思考和綜合把握從而對(duì)文章進(jìn)行最后的修改，并附心得體會(huì)。應(yīng)注意從文章修改原因、過(guò)程、結(jié)果等方面進(jìn)行比較總結(jié)心得體會(huì)。小學(xué)語(yǔ)文教師瀏覽所修改的最終版作文，同時(shí)鼓勵(lì)學(xué)生自我評(píng)改，指導(dǎo)學(xué)生從作文修改中總結(jié)經(jīng)驗(yàn)，為今后的作文寫作打下基礎(chǔ)。 為了提高學(xué)生興趣和及時(shí)鞏固成果，教師可建立一個(gè)文章發(fā)表公布的平臺(tái)，讓學(xué)生體驗(yàn)文章帶給自己的成功之處。將多種作文成果發(fā)表的渠道提供給學(xué)生，比方說(shuō)，將作文天地在黑板中開(kāi)辟出來(lái)，創(chuàng)建班級(jí)優(yōu)秀作文集，將學(xué)生作文推薦到當(dāng)?shù)仉s志社或者學(xué)校廣播臺(tái)中。小學(xué)生對(duì)作文學(xué)習(xí)的興趣有明顯的增強(qiáng)，提高學(xué)生的作文水平。選取各個(gè)層次水平的學(xué)生各幾名作為實(shí)驗(yàn)個(gè)體，以幾堂典型性的作文課堂為載體，作連續(xù)性的記錄。結(jié)果顯示，在作文興趣方面，產(chǎn)生興趣的學(xué)生增加了2倍；覺(jué)得一般的學(xué)生減少44%；而對(duì)其完全沒(méi)興趣的則減少6%。在寫作能力方面，認(rèn)為能夠有效提高寫作能力的學(xué)生增加了1.6倍；覺(jué)得效果一般的減少了17%；效果較差的則減少了38%?！盎?dòng)螺旋式”的評(píng)改比較好地激發(fā)和提高了學(xué)生興趣和能力。五、總結(jié)課題成果推廣中，要重點(diǎn)關(guān)注小學(xué)作文“互動(dòng)螺旋式評(píng)改”方式的應(yīng)用，將課題研究組積累的教學(xué)模型和教學(xué)方法加以整合，相互借鑒，形成貫穿課堂教學(xué)始終的一整套小學(xué)作文“互動(dòng)螺旋式評(píng)改方式”實(shí)施策略。由于小學(xué)生的基礎(chǔ)差異較大，其作文水平存在差異，課題組要重點(diǎn)關(guān)注小學(xué)生的個(gè)體差異，尋求促進(jìn)不同基礎(chǔ)、各個(gè)層次的學(xué)生共同提高學(xué)生的作文水平，為學(xué)生的終身發(fā)展奠定基礎(chǔ)。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