“儿童立场”并不是新话题,老师们也不缺相关理论,但在小学习作评改中依然存在以下问题:1.评改方式在儿童接受心理方面的缺失,教师的评改在学生心中只是一种无意义的符号;2.习作评语中平等对话语言的缺失;3.儿童情趣在习作评改过程中的缺失。归根结底还是教师有怎样的“儿童观”?怎样尽可能给学生以习作的“成就感”?我们希望选择这一话题研讨,帮助老师们实现教育理论与儿童成长的良好对接。 “Children’s position ” is not a new topic, teachers do not lack relevant theory, but the following problems still exist in the evaluation of primary school work: 1. The way of assessment is lack of psychology for children, teachers’ assessment is only one The meaningless symbols; 2. The lack of equal dialogue language in the reviews of exercises; 3. The lack of children’s interest in the review of exercises. In the final analysis, what kind of “children view” is the teacher? How to give students the “sense of accomplishment” as much as possible? We hope to choose this topic to discuss and help teachers achieve a good connection between educational theory and children’s growth.