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本文利用笔者在江阴市花园实验小学实习的机会，随机抽取了480份第三学段的学生习作，运用文献研究法、访谈法、文本内容分析法等方法展开研究。为了提高研究的针对性，以现有的研究成果作为理论基础，按评价主体、评价内容、评价标准、评价形式以及评价功能五方面对这480篇习作书面评价语进行整理、分类。归纳出第三学段习作书面评价语所存在的问题，主要有以下五方面的问题：第一，评价主体单一化，忽视评价主体的多元化，习作书面评价语仍旧是教师的“一家之言”，学生作为学习主体却从未参与过习作书面评价机械设计师。第二，评价内容公式化，缺乏个体的针对性指导，忽视了学生习作的差异性。第三，评价标准片面化，忽略学生发展的差异性，只注重书写、字数以及语言形式等，对学生的思想情感等没有要求。第四，评价形式失范化，语言形式及书写不规范，对学生的书写习惯产生消极影响。第五，评价功能应试化，扼杀了学生的个性发展，忽略了学生习作的真正目的是为了表达自我、与人交流。
女生签名根据存在的问题提出以下相应的五方面的解决策略：评价主体多元化，要尽量做到一文多人达摩技能
评论；评价内容针对化，教师注重评语的人文关怀；评价标准全面化，全方位考察学生语文能力及素养茶图片唯美图片；评价形式规范化，树立规范书写的意识；评价功能多元化，突出习作书面评价语的激励功能。
关键词：第三学段；习作书面评价语；问题；解决策略
Abstract
This article takes the opportunity of the internship in the Garden Experimental Primary School in Jiangyin City to randomly lect 480 students' work in the third stage, and us literature rearch methods, interview methods, and text content analysis methods to conduct rearch. In order to improve the relevance of rearch, the existing rearch results are ud as the theoretical basis, organize and classify the 480 written practice evaluation words according to the evaluation subject, comment content, comment standard, comment form and comment function. Summarize the problems existing in the
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written comment language of the third stage, five major problems found are followed: First, the evaluation subject is singular, and the diversity of evaluation subjects is ignored. The written evaluation language is still the teacher's own view. The student as the learning subject has never participated in the written evaluation of the assignment. Only a few parents have written the assignment on the student's attitude written comments. Second, the evaluation content is formulated, lacking individual targeted guidance, and ignoring the differences in student work. Third, the evaluation standard is one-sided, ignoring the differences in student development, focusing only on writing, word count and language form, etc. There is no requirement for students' thoughts and emotions. Fourth, the evaluation form is out of standard, and the language form and writing are not standardized, which has a negative impact on students' writing habits. Fifth, the appraisal function is tested, stifling the personality development of students, ignoring the real purpo of students' work is to express themlves and communicate with others.
常见的弹力According to the existing problems, the following five solutions are propod: Evaluation subject diversification, as much as possible to do multiple comments. The evaluation cont
ent is targeted, and teachers pay attention to the humane care of comments. The evaluation criteria is comprehensive，which inspects students' language ability and literacy in the round. Standardize the evaluation form and establish the consciousness of standard writing. The evaluation function is diversified, highlighting the incentive function of the evaluation language.
Keywords: the third stage; written comments of composition; 不可磨灭的记忆problems; solving strategies
