A Study On The Feedback Effect And Optimization Strategy Of Primary School Chinese Composition Written Comments

Written comments on primary school Chinese composition play an important role in improving students’ ability to comprehensively use language and play a huge role in improving students’ writing level.The guidance,encouragement and pertinence of writing comments play an important role in stimulating students’ writing motivation and improving their writing enthusiasm.The new curriculum standard also makes specific suggestions and guidance for composition teaching and composition evaluation.However,there are many problems in the actual Chinese written comments,and the role and function of comments have not been fully played.Therefore,after investigating the status quo of written comments and feedback effect of actual compositions,this study tries to put forward optimization strategies and suggestions,hoping to improve the status quo of written comments to some extent and promote the improvement of students’ writing ability.In this study,questionnaires,interviews and case studies were used to investigate the written comments and feedback effects of Chinese compositions in grade five.In the research process,first of all,we start with the existing research,summarize and review the domestic and foreign research on the written comments of primary school Chinese composition,and then combine Rosenthal’s expectation effect theory and Skinner’s reinforcement theory to analyze the psychological effect of comments on students.In order to improve the pertinence of the research,a questionnaire survey and interview were conducted in the fifth grade of D Primary School.The questionnaire was divided into five dimensions: guidance,standardization,motivation,evaluation subject and pertinence.Through the analysis of questionnaire data and interview results,the problems existing in the written comments and feedback process of primary school composition are found,including the similarity of written comments,non-standard form,simplification or comprehensive content,separation of "people" and "text",single evaluation subject and less teacher-student feedback interaction.The analysis of the reasons is mainly subjective and objective.The subjective reasons mainly include the deep influence of the traditional composition evaluation concept on teachers,the lack of teachers’ own composition evaluation ability and teachers’ inability to deeply understand the diversified evaluation concept.The objective reasons include the lack of evaluation system of primary school Chinese composition and the lack of systematic training of teachers and students in writing evaluation.In view of the above problems,the corresponding optimization strategies and suggestions are put forward.At the school level,the corresponding supervision and reward system is formulated,the training of writing comments for teachers is organized,and the school-based courses of writing comments are independently developed.At the teacher level,autonomous learning improves the writing ability of comments,strengthens the feedback interaction between teachers and students,and advocates diversified evaluation.