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传统的评讲试卷方法一般是对对答案,就题论题,从头至尾逐一讲述一番。面对学生参差不齐的接受水平和千差万别的错误现象,这种注入式的讲评缺乏针对性,不能做到切中肯綮,对症下药,显得费时费力,事倍功半。要想让试卷讲评达到理想的效果,必须优化试卷讲评方式,把学生的情感、态度和价值需求融入到讲评过程中,把讲评试卷变成自主、合作、探究的过程。为此,试卷讲评要分四步走:
The traditional methods of assessing papers are generally pairs of answers and topics, and they are presented one by one from beginning to end. Faced with the uneven acceptance level of students and the erratic phenomena of varying degrees, this type of injecting commentary is not targeted and can not be arrogant. Remedying the problem is time-consuming and laborious. It takes less than half the effort. In order for the test paper to achieve the desired effect, it is necessary to optimize the way the papers are presented, integrate the students’ emotions, attitudes, and values into the evaluation process and turn the test papers into a process of autonomy, cooperation, and inquiry. To this end, the test paper will be divided into four steps: