Comments on compositions is an indispensable and important contents in the teaching of composition, as well as between teachers and students to exchange ideas, timely feedback guide results and an important part of improving the effect of the correction. In new course syllabus States: \"in the teaching of composition, be sure to build students \' writing correction capabilities\". Therefore, we should focus on in the comments on compositions of deaf students exercises marking ability training. What to train deaf students exercises marking ability? I think should start with the following two aspects:
First of all, exercise ability training deaf students from modification. Deaf students have comments on a certain degree of self-correction exercises in composition in the course, you have a correction made by the other with the study of basic capabilities, can be said of deaf students-modified between exercise capacity is completed the students exercises \"mutual evaluation and modification\" requirement. Therefore, it is extremely important.
First, the award of Daniel, taught by law.
1, giving to the acting. For modified assignments, deaf students with numerous psychological disorders, so we must first eliminate psychological obstacles of deaf students, told the deaf students to modify article\'s purpose is to make text write better to express feelings, sense specification. Deaf students understand the importance of change, to modify the motivations to inspire the deaf students, developing awareness of deaf students to modify.
2, taught by law. Changes the article modified typos, sentences, and punctuation; second, retouch, make the article even better, more perfect. Completed in this area you can use the \"increasing\" or \"delete\", \"modified\" approach. \"Increasing\" is based on the article\'s needs, increase the necessary statements, paragraph, or plot, making articles more specific expression more lively, more images; \"delete\" is to remove unrelated plots, sections, merged with the Centre means about the same statement, more concise expression, making the article more clean.
3, modify these steps. ① read modifying words at the beginning, after writing to be read aloud, read modify of news words or punctuation or words make up missed; read ② begging structure. Read others listen to seek the views of others to complete the modifications to the project structure, order larger; ③ repetition and then improve, seek the advice of others can refer to the relevant text or after exercise, from which the control, and then make further changes.
Second, increase training and habit.
Correction ability of deaf students improve in practice, good feedback practice by repeated to form.
Correction of exercise in 1, strengthen the training of fragments. Fragment characteristics of exercise is focused, a short time. In the teaching arrangements \"modified-a comment\" or \"self-correction – Exchange\" exercises during the training process, to follow the \"placed by society to; support combination\" rule of gradual asymptotic, gradually improving the ability of self-correction.
2, around a project requirement for repeatedly modifying the composition training. Composition modified by a writing requirement for training deaf students the ability to modify in the composition of change in the practice, at the same time also has been reflected in the second exercise.
3, cross-checking exercise modifications. Deaf students find self-correction exercises in the cross-promote each other, Exchange modify experiences, learn from each other, we can improve.
Third, moving people with feelings, stress with interest.
① positive encouragement. For deaf students on project modifications, mainly to positive encouragement, certainly dare to change than not changing for the better, stronger than not modified; ② marking compositions actively encourage role into full play. Deaf students rate the exercise not only two, and even scoring several times, this allows deaf students have a sense of accomplishment, there would be more proactive. To truly realize the \"people with feelings, stress by Qu\" purposes.
Second, the deaf students have the ability to self-correction exercises, comment from mainly for teachers of the course \"stress\" and \"comment on\" really into mainly deaf students in \"stress\" and \"on\" this track. From this exercise to deaf students in the classroom as the main body of the comment class, allow deaf students actively and conscientiously hear others \' opinions. As far as possible to develop your own thinking, occlusion of the open mind, enrich the brains of the imagination, bold statements and complement each other. Truly a \"mutual evaluation and modified\" interest in composition and deaf students have stimulating, enhanced level of composition for deaf students.
