“审题指导—学习范文—学生习作—教师批改—作文讲评”这种方法,一直成为传统的作文教学套路,而教师批改这一环节真可谓劳神费力。面对一摞摞的作文本,教师要不厌其烦地圈错字、画病句、订正标点、指出问题,除了发现一两棵“高苗”外,其余均为“杂草”。结果往往是:教师呕心 “Exam papers guide - learning Pham Van - student work - teachers to modify - composition comment,” this approach has been to become the traditional writing teaching routines, and teachers to correct this link is indeed laborious. In the face of stacks of textbooks, teachers should tire of announcing typos, painting illiterate sentences, correcting punctuation and pointing out problems. Apart from discovering one or two “seedlings”, the rest are “weeds.” The result is often: teachers nausea