Problems And Countermeasures Of Primary School Teachers' Composition Evaluation

As an important bridge of communication between teachers and students,composition evaluation is very important to improve teachers' writing teaching level and students' writing ability.This paper takes the composition evaluation of three teachers in S primary school as the research object,using literature method,interview method,case analysis and other research methods.At the same time,interview the students according to the research needs.Through the investigation of the present situation of the composition evaluation of the three teachers in s primary school,this paper analyzes the problems and confusion of the front-line teachers in the composition evaluation,analyzes the causes of the problems,and puts forward some countermeasures to improve the composition evaluation of primary school.Through the survey of composition evaluation in S primary school,the following conclusions are drawn:(1)in terms of evaluation objectives,the evaluation objectives are relatively single,and some teachers' composition evaluation objectives are vague.(2)In terms of evaluation attitude,first,the primary school Chinese teachers have a better attitude towards composition evaluation,and can realize the importance of composition evaluation;Secondly,there are two emotions,active and passive,but there are still teachers who have a greater proportion of passive emotions;The last three teachers have performed well in composition evaluation,and the evaluation of composition is mainly composed of affirmation and suggestion.(3)In terms of evaluation standards,the objective standard is mainly the composition scoring standard in the formal examination;Subjective standards emphasize "comment on literature" and "comment on people".(4)In terms of the content of evaluation,the first place of evaluation is eyebrow and final batch,but there are also flexible phenomena;Secondly,the second evaluation is highly valued,but influenced by time and energy,the implementation of secondary evaluation is often hindered;Finally,the evaluation of composition is targeted,but there are teachers who have too single evaluation content.(5)In terms of evaluation effect,most of the students surveyed are generally satisfied with the current situation of teachers' composition evaluation,but a certain number of students are not satisfied with the current situation of composition evaluation,and some suggestions are put forward for the evaluation of teachers' composition.Based on the analysis of the interview results of three teachers' composition evaluation,this paper aims at the problems existing in the composition evaluation,namely,the fuzziness of the evaluation goal,the negativity of the evaluation attitude,the rigidity of the evaluation standard,the simplification of the evaluation content,and the inefficiency of the evaluation results;Then it summarizes the causes of the problems,which are teachers' incomplete understanding of composition evaluation,teachers' not actively seeking for composition teaching resources,teachers' lack of theoretical reserves of composition evaluation,teachers' outdated concept of composition evaluation and teachers' lack of training in composition evaluation;And from the evaluation objectives,evaluation criteria and other aspects to give effective advice,specifically for the clear composition evaluation objectives,the introduction of multi-dimensional composition evaluation standards,enrich the composition evaluation content,build a multi-agent composition evaluation system and provide a composition evaluation training and learning platform,aiming at multi-channel,multi-channel to improve the quality of teachers' composition evaluation,improve students' Chinese writing literacy.