Research On Problems And Countermeasures In Correcting Chinese Written Assignments For Senior Primary School Students

The correction of written assignments is not only an indispensable link in Chinese teaching activities,but also the important content of teachers' professional development.According to traditional concept of education,the main task of teaching activity is to impart knowledge to students.Influenced by this view,teachers regard assignment correction as the simple tool to check students' assignment routinely.However,with the continuous deepening of education reform,it has become a concern of some scholars and experts to give full play to the educational influence of assignment correction.On the one hand,effective correction of written assignments can improve students' performance and enable students to develop good study habits and thinking modes.On the other hand,it could enhance teachers' professional skills,promoting teachers' professional development.The author investigates and analyzes the correction situation of Chinese written assignment for senior students in primary school in terms of the method,symbol,comment and feedback of written assignment correction by means of student questionnaire and teacher interview in the research.It is hoped that some specific countermeasures in this research will help Chinese teachers in senior grade of primary school to increase the effectiveness of assignment correction.The respondents of the research are Chinese teachers and senior students in Y primary school in Xinxiang City.The result shows that the following problems exist in the Chinese teachers' correction of written assignments: traditional and single correction methods;solid and conservative correction symbol;lacking of inspiring function in the comment of composition;ignoring the secondary correction of assignments;lacking of necessary reflection and records;ignoring the relation between assignment design and correction.After analyzing the problems,the author finds that the main reasons restricting teachers' correcting behavior are teachers' evaluation concepts and consciousness,teachers' knowledge structure and ability,and management modes of school.At the end of the paper,the author puts forward some concrete improvement measures based on the main aspects of these reasons.First of all,teachers should update their own evaluation concepts and correction methods,establishing a learning evaluation concept.Then,teachers must continuously improve their knowledge structure and professional skills through the professional interaction between themselves.Finally,schools should strengthen their guidance to teachers.Schools should provide professional guidance and reduce teachers' administrative work,which could help teachers to improve the quality and professionalism of written assignments correction,so that the correction activities could promote the common development of teachers and students.