A Brief Probe Into The Model Of Multiple Interactive Correction And Evaluation Of Composition

Composition-teaching plays an important role in Chinese teaching, and correction of composition directly affects the effects of composition teaching. Correction of composition not only checks and assesses what students write, but also urges students w to improve their writing. Traditional correction of composition is that students write while the teacher instructs them ahead of time, then corrects what they write intensively and last comments on their writing. In this way, composition-teaching is centred around the teacher and excludes the students. Intensive correction wastes a lot of time and is not so efficient. The main reason is that the teacher replaces the evaluation of the main body. Instead, the students should correct compositions by themselves.Besides, it kills the students’ individuality, and at the same time, long time for correction removes their enthusiasm.In order to change the situation of high consumption of inefficiency, many experts and teachers have devoted themselves to the study and reform of correction of composition. Based on what predecessors have done, I have made an attempt to combine my own practice and carryout the pattern of multiple composition correction. I hope it can pave a way to correct compositions for Chinese teachers.The essay is made up of three main parts:In the introduction and literature review section, the background, the direction and importance of the essay are illustrated and it also clears out the problems to be solved.The body is divided into three parts. The first chapter tells about the definition and origin of the multiple interactive correction. ’Multiple’ refers to correction and evaluation subjects are multiple, which include teachers, students, parents, classmates and net friends. ’Interactive’ means the process is interactive. ’Multiple interaction’ involves interaction between teachers and students, between students and students, between parents and children, and between net friends. Evaluation and correction means first evaluation and then correction. In the 2nd chapter, the features and value are talked about. The features are: correction and evaluation subjects are multiple; the process is interactive; the methods are various; the standard is flexible; and the result is very vivid. The multilateral activity has its own value :the monolateral and bilateral activity is changed into multilateral activity; the single writing training is changed into multifunctional comprehensive training involving reading, writing, correction and appreciation. Therefore, in this activity not only students can communicate with each other, but also readers can communicate with the writer. In Chapter 3, the specific process and methods are mainly talked about. Firstly, teachers should transform the consciousness of the students, create a good writing atmosphere for them and stimulate students’ initiative. Secondly, students should know clearly about the standard and grasp the methods. Some specific methods are stressed in this part: a thorough face-to-face focused correction is centred around the teacher;self-appraisal and mutual correction is centred around students; while parent-correction and correction on the Internet are focused on the society.The last part is conclusion.My essay is based on practice, illustrating some successful experience by giving specific examples, for study and reference.