改进作业评价方式 激发学生学习兴趣

武进区雪堰初级中学  汪百龄   2013年6月

作业评价能否激发和保持学生的兴趣，首先在作业的布置上要注意下列几点：

1、布置作业要有目的性：

作业的布置是为了巩固、消化已学的知识，为达到既定教学目标而服务的。因此，作业的布置应围绕该节课的重难点。强化“双基”的作业与重点内容相关的作业为主，对于难点内容，布置的作业侧重放在浅化知识，分解突破难点。

2、布置作业要有趣味性和思考性

德国教育家第斯多惠曾说过：教学艺术的本质不在于传授，而在于激励、唤醒和鼓舞，学生只有乐于学习时，思维才会处于激活状态，学习效果才会最明显。要提高英语作业的趣味性和思考性，首先要尽量控制抄写性的作业。同时，应尽量设计和挑选有趣味性和思考性的作业。藉此激发学生的学习兴趣，使学生由“要我做”变为“我要做”，从而达到提高作业效果的目的。如布置冠词作业时，我选取了下面一篇文章，增强作业的趣味性和思考性，使学生产生了浓厚的兴趣。

Fill in the blanks with articles where necessary.

Once ____ man wanted to go from one side of _____ river to the other in ______ boat. He had to take with him_____ sheep, ____ wolf and ____ basket of vegetables. But he could take only one of them at a time, because ____ boat was very small. “If I leave _____ wolf and _____ sheep together, ____ wolf way eat _____ sheep,” he said to himself. “If I leave _____ sheep and _____ vegetables together, _____ sheep way eat _____ vegetables.” He thought and thought. At last, he had ____ idea. And he was able to get to _____ other side of _____ fiver with _____ sheep, _____ wolf, and _____ vegetables. Do you know how he did it?

3、布置作业要有差异性

中下生认真听课但如果作业太难，中下生仍不会做，这会导致他们对学习英语兴趣的减弱，久之形成恶性循环。同样，布置作业太易，优生轻而易举完成，会产生“吃不饱”的感觉。因此，要能分层次地布置作业，一般分三个层次，即基础作业、提高作业和拔尖作业，如在布置主动语态被动语态练习时，可分层次布置作业如下（A级为基础作业，B组为提高作业，C组为拔尖作业）：

A组

(1) He often help me on Sundays.

I ____ often _____ by him on Sundays.

(2) They often help her on Sundays.

She ____ often ____ by them on Sundays.

(3) He often helps them on Sundays.

They ____ often ____ by him on Sundays.

(4) He cleaned the room the day before yesterday.

The room _____ _____ by him the day before yesterday.

(5) He cleaned the rooms the day before yesterday.

The rooms _____ _____ by him the day before yesterday.

(6) He will clean the room next Sunday.

The room _____ ____ _____ by him next Sunday.

B组

(7) He didn’t clean the room yesterday.

The room ____ _____ by him yesterday.

(8) Did he clean the room yesterday?

_____ the room ____ by him yesterday?

(9) He made the baby cry.

The baby _____ _____ _____ cry by _____.

(10)Nobody can answer it.

    It _____ ____ _____ by anybody.

C组

(11) I shall clean the room tomorrow.

(12) The bad weather bade him give up the trip.

(13) She gave the children some bread.

(14) When did he take the book?

(15) Do you know when he cleaned the room?

作业批语忌千篇一律，应生动活泼，有针对性。对成绩好、作业卷面整洁且答案正确的学生，只需用“Good!”“Very good!” “Wonderful!”“Excellent!”等简单褒词来表达赞扬；而对那些需要鼓励的中等或后进学生，就要抓住优点，用略微夸张的感叹句进行肯定和赞扬，顺带提出希望，这样效果较好。对作业较差的学生，批评要注意艺术性和启发性，避免伤害他们的自尊心，以致失去学习英语的兴趣。如“If only …!”“How I wish…!”“Would you please…?”“I’m afraid you…”这样既达到批评的目的，又给出了运用这些句型的示范，加深了学生对这些句型的印象，而且平等的语气等使学生真切地感受到老师对他们的尊重，从而拉近了师生间的距离，增强他们的自信心。