Research On The Problems And Improvement Strategies Of Written Assignments Correction Of High-grade Chinese Teachers In Primary Schools

Written assignments and its correction is an important link in teaching activities,which will inevitably affect the quality of teaching itself.Good written assignments correction will have a positive effect on teaching activities.It is not only a necessary means to check the teaching effect and academic level,but also an important link between teachers and students,and a key link to achieve the goal of education.Therefore,it is of great importance to carry out research related to the correction of written assignments.Starting with the discussion of the important value and related theories of the Chinese written assignments correction in senior primary schools,the importance of the research topic and the theoretical basis of this research are clarified at first.On this basis,the questionnaire method,interview method,observation method and text analysis method are comprehensively used to investigate the five grade 5 and 6 students and Chinese teachers in five primary schools in W City,H Province,focusing on seven aspects of written assignments correction cognition,correction frequency and time,correction method and process,correction attitude and emotion,correction feedback,written record and reflection and supervision.Then,through the analysis of questionnaire data,interview texts and students’ written assignments samples,combined with the daily observation during the internship,to understand and summarize the problems existing in the written assignments correction of senior primary school Chinese teachers,and do the corresponding cause analysis.Finally,according to the above situation and problems,combined with relevant policies and educational theories,put forward targeted improvement strategies.The results of the survey show that there are the following problems in the written assignments correction of senior Chinese teachers in primary schools: teachers’ lack of understanding of written assignments correction;teachers written assignments correction lag;lack of creativity in teachers’ written assignments correction;teachers do not pay attention to written assignments correction feedback;teachers lack written records and reflection;school written assignments correction supervision is unbalanced.To this end,teachers and schools can improve their work through the following aspects.Teachers should pay attention to: strengthen theoretical study,update the concept of correction;optimize the correction process and improve the correction effect;adjust the correction mentality,enjoy the fun of correction;pay attention to correction feedback,build a bridge of communication;focus on recording and reflection to help professional development.School administrators should pay attention to: deepening the concept of cognition,tamping the foundation of management;advocate the spirit of quality,improve the attitude of correction;optimize the management mechanism and provide institutional guarantee;understand teachers’ situation and establish the consciousness of subtraction.