發(fā)布時間：2018-04-24 20:43

  本文選題：批改標識方式 + 錯別字�。� 參考：《上海教育科研》2017年09期

【摘要】：采用實驗方法,研究教師不同的批改標識方式對學生改正錯別字效果的影響,結(jié)果表明:低中年級的識字成績差異不顯著,中高年級的識字成績差異極顯著;中年級是各類學生識字成績分化的分水嶺,低中年級各類學生的識字成績明顯高于高年級學生的識字成績;不同批改標識方式對不同年級的學生改正錯別字有顯著影響,不管哪個年級,"全標識"的批改方式對學生影響最大,"半標識"次之,"不標識"的批改方式影響最小;不同批改標識方式對不同類型的學生改正錯別字有顯著差異,"全標識"的批改方式對差等生最有幫助,中等生次之。
[Abstract]:By using the experimental method, this paper studies the influence of teachers' different marking ways on the effect of correcting incorrect characters. The results show that there is no significant difference in literacy achievement of middle and middle grade, but the difference of literacy achievement in middle and high grade is extremely significant. The middle grade is the watershed of the students' literacy achievement differentiation. The literacy achievement of the lower middle grade students is obviously higher than that of the higher grade students, and the different marking ways have significant influence on the students of different grades to correct the wrong characters. No matter which grade, "full mark" has the most influence on students, "half mark" is the second, "no mark" has the least influence; There are significant differences between different marking ways for different types of students to correct wrong characters. The "full mark" marking method is the most helpful to the poor students, followed by the middle students.
【作者單位】： 浙江省舟山市海山小學;
【分類號】：G623.22
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本文編號：1798203