An American educator found through a survey that over 90% of children believe they can write at the beginning of school, while only about 15% of children believe they can read. According to the survey results, most primary school students have valuable confidence and enthusiasm for writing, rather than being afraid of writing from the beginning. What stifles students' confidence? Based on my own teaching practice, I think the teacher's overly simplistic and strict evaluation of assignments directly affects students' enthusiasm and erodes their confidence.

The Chinese Language Curriculum Standards clearly state that evaluation should aim to "promote student development", focusing not only on students' understanding and mastery of knowledge and skills, but also on the formation and development of their emotions and attitudes Examining one's own teaching, evaluation has become a form and has not played a motivating or guiding role. So, how to use evaluation to awaken dormant potential and activate students' minds? I have made the following attempts in teaching:

1、 Inspiration and Appreciation - The Driving Force behind Falling in Love with Writing

Renowned education evaluation expert Staverm emphasized that evaluation is not about proving, but about improving. For teachers, the purpose of composition evaluation is not to distinguish between good and bad, but to discover the shining points and highlights in the composition. As elementary school students, their greatest desire and happiness is to receive encouragement and appreciation from their teachers, and all of this comes from their teachers' sincere evaluation of them. Sincerely and generously motivating and inspiring students can cultivate their interest in writing and enhance their confidence in writing, which is the driving force for students to fall in love with writing. How can we motivate students?

Generously giving high scores - When we grade essays, we are always reluctant to give scores and even make changes to our children's compositions beyond recognition. In Professor Yu Yongzheng's writing class, it is common to give students a score of 100, with high scores given 200, 300, or even 500. The motivation of high scores has activated students' minds, opened their hearts, and fully tasted the joy of success.

Write comments with care - For essay comments, I believe there are two taboos to be avoided: firstly, avoid comments that are empty and leave students at a loss. Two taboos: harsh comments that undermine students' self-esteem. Comments are written for students to read, and each word in the comment may benefit them for life or cause them to lose interest in writing. So, the comments should be written candidly, sincerely, and vividly, while also being targeted. For example, "Every time I read your essay, it's like appreciating a piece of art. Your words are always so vivid, your ideas are always so clever, and the teacher thanks you for your efforts and sharing!" Such comments not only focus on the composition, but also build emotional bridges. The emotional journey of teachers and students experiencing writing together makes evaluation more effective.

Award Promotion and Participation - Based on the strong competitiveness of students, I have conducted various reading and writing activities in the class in combination with the school's research on "efficient reading". I have created various awards such as the Writing Progress Award, Excellence Award, Story King Award, Diary King Award, Brainstorming Award, and Little Writer Award, which are aimed at all students, encouraging everyone to actively participate and creating opportunities for success for each student.

Building a platform to showcase achievements - the evaluation of writing should not only focus on the process of students' writing, but also allow students to see the results of their writing. Using achievements to motivate students can help them strengthen their confidence in writing good essays. The author not only established a writing field in the class, but also used our school newspaper "Dawn" as a platform to encourage students to submit their works and guide them to send their excellent works to children's newspapers. In recent years, many works have been published, greatly stimulating students' enthusiasm for writing.

2、 Personalized evaluation - 'half hearted' only for you

As early as thousands of years ago, Confucius proposed the concept of "teaching students according to their aptitude". Evaluation of assignments must respect students' personalities, take into account their individual differences, and promote optimal development for students of different levels. An extra ruler of measurement will produce a batch of good students. For many years, I have always evaluated every piece of work based on the principle of "half hearted": appreciation should be directed towards all students, and we cannot only care for outstanding students and ignore students with learning difficulties. This is the "public heart"; Be patient with the problems that students, especially those with learning difficulties, encounter in their writing; Preferring underperforming students, striving to amplify their strengths, and giving them more affirmation, praise, and motivation is called 'favoritism'. 'Two meanings' refers to evaluating each student's writing with sincerity and emotion.  

Writing is a reflection of students' comprehensive Chinese language abilities and best reflects their individual differences. Therefore, when evaluating writing, it is necessary to consider each student's actual learning situation, propose different requirements for students at different levels, and make different evaluations. For example, when dealing with top students, while acknowledging their strengths, I tend to focus on pointing out issues related to student selection, writing strategies, and expression skills; For students with learning difficulties, emphasis should be placed on pointing out issues related to words, phrases, paragraphs, punctuation, and other aspects. After a period of persistence, I found that the students with learning difficulties in my class have gradually changed their attitude towards writing. They no longer have a cold expression towards the composition book. The student wrote in their diary: "Every time I see the teacher's comments, my heart is filled with sweetness. I really want to show my composition to my parents and all my good friends around me!" The student's simple language makes people feel gratified from the bottom of their hearts, and it also strengthens my confidence and determination to evaluate it in a hierarchical manner.

3、 Diversified evaluation - from 'monopolizing power' to 'diverse opinions'

The traditional evaluation of composition teaching is mainly conducted by teachers to assess students' formed compositions. This simple one-way communication puts students in a passive position as evaluators. Under the concept of "if the teacher asks me to write, I will write" that students cling to, even though the teacher tries their best to guide and correct, most students just get by with it. Over time, Chinese language teachers have also developed the idea of "if the leader asks me to criticize, I will criticize", and learning evaluation has truly become a tasteless and regrettable "chicken rib". The author believes that only by changing the current situation of teachers monopolizing power in the evaluation of composition teaching and achieving diversified evaluation can we promote the development of students' composition ability.

① Self evaluation to test one's skills

The requirements for writing in the second and third stages of the new Chinese curriculum standards are as follows: "Learn to correct words and phrases with obvious errors in the writing" and "modify one's own writing, actively exchange and modify with others, and ensure that the sentences are smooth and the writing is correct". Teachers should actively guide students to self revise and self evaluate after completing their drafts. Self improvement and self-evaluation are not about letting go, but about teaching students the standards for self-evaluation, and then giving them a certain amount of time to read and think while identifying the strengths and weaknesses of their own articles. Discover good words and phrases, and feel the joy of success in self appreciation; Discovering problems through revision, constantly improving oneself in the process of self reflection by adhering to the principle of 'not expressing one's intentions in words'. Then, the teacher builds a platform to create opportunities for students to showcase their talents. Whether it's reading the most satisfying segments of their own articles or appreciating a classmate's layout and strategy, students can taste the joy of success.

② Parental evaluation sparks interest

Parents are the first teachers of their children. I have always insisted on guiding students to communicate their compositions with their parents, jointly revise them, and conduct objective evaluations. This way of parent-child communication has received recognition and support from parents. Although parents' evaluations may not be professional, their comments are genuine and sincere. For example, the parents of my class wrote, "This sincere and heartfelt article comes from your careful observation in daily life. After reading your essay, my mother was moved, felt your growth, and also felt your love for her." Similar affectionate comments not only promote communication between parents and students, but also further stimulate students' interest in writing.

③Peer evaluation promotes improvement

The stones from other mountains can be used to attack jade. Students' psychological development and cognitive level are not significantly different, and they have similar life backgrounds and experiences. Their evaluations are more likely to resonate with each other than adults. Mutual revision of assignments by students is a process of discovering the strengths of others, making up for their own shortcomings, and providing timely feedback to improve together. In the process of mutual evaluation and revision, from selecting and organizing materials, to layout and writing, to words, sentences, and punctuation marks, students not only communicate with each other wholeheartedly, but also learn from each other's strengths and weaknesses, and their writing skills continue to improve.

④Social evaluation showcases its charm

With the development of modern science and technology, the Internet has entered thousands of households. I encourage students to post their articles on campus websites, class blogs, and even WeChat and Weibo. After receiving comments from both inside and outside the school, they should re-examine their own writing. This kind of external evaluation is more direct, objective, and persuasive than teacher comments and classmates' opinions. Of course, many times, society's evaluations are mixed, which makes students realize that different people have different perspectives on the same thing, leading to different conclusions. A person must learn to accept, tolerate, absorb nutrients, and constantly improve.

Writing evaluation is an art. As long as we adhere to the principle of "student-centered" in teaching, take students' development as the goal, use evaluation methods appropriately, adjust evaluation strategies, and optimize evaluation methods, we can definitely make students fall in love with writing, enjoy writing, and be good at writing.