作业评语
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在英语教学中，我们重视课堂用语，但是忽视作业评语。翻开学生的作业本，看到的多是简单的对、错符 号或分数或等级。几乎没有评语，至多是千篇一律 的All right,OK或Good。许多英语教师改进教学，把大量的 时间用于备课、课堂教学、作业的布置与批改、测验考试等，却想不到花点时间用在学生的作业评语上。作业 评语是英语教学中的一个重要环节，有其自身的特点和功能。我认为，作业评语的重要性会随着人们对"素质 教育"的重视而逐渐被认识。
一、作业评语与课堂用语是英语教学的两个要素。
教师使用课堂用语是为了提高学生的英语口语理解和表达能力，对于知识点 和书面表达的掌握程度则要通 过作业来练习和检验。教师多使用作业评语可以 提高学生的书面理解和表达能力。课堂用语转眼即逝，而作业 评语却能长久保存。在课堂上教师面对的是全班学生，在有限的课堂时间内不可能逐一对学生进行评价。而教 师在批改作业时所面对的是每一位学生的作业，便于因材施教，个别指导。可以说，评语可弥补课堂教学的不足，是师生对话的一种方式。学生阅读作业评语是对语言的实际运用。因为教师在评语中所使用的语言是有实际内容的，即对某个学生及其作业的具体情况所进行的分析或评价，所以很容易被学生理解、接受或效仿。
作业评语所使用的语言应该与学生的语言水平相当。教师可以利用学生已学 的单词、短语、句型、时态、 语态、语气或篇章结构等，也可以用即将接触的语言。这不仅可以评价作业，而且能帮助学生巩固和运用语言 。例如：
1.单词：
Good! Nice! Great! Okay! Lovely! Perfect! Marvelous! Pleasant! Wonderful! Correct! In correct! Careless! Unclear! Untidy!
2.短语：
Very nice! Quite correct! Quite OK (Okay)! Neat and tidy!Well -done ! Well-written! Just so- so. Far from correct. Socareless!
3.句型：
A. That's all right! /That's OK. /That's wrong. /That'sincorrect! B. It is clever of you to do so. /It's nice of you to sayso. /It's careless of you to write this way.
C. You've done so nicely. /You've made such a carelessmistake! D. What good work you've done! /What a good boy you are! How carefully you've worked! /How nice your work is!
E.Try to do better next time! /See what you've done!/Correct your mistakes., /Don't do that again! /Don't be sosilly, John!
F. I find you've made a lot of progress! /I think you canwork more carefully next time. /I' m sorry you've made so manymistakes in your work. G. Your handwriting is not so nice as Maggie's. /You'vedone better than last time. /You c an do best of all if youtry harder.
H. What do you think of your work? /How did you like yourhandwriting? /Isn't your work lo vely? Don't make such acareless mistake again, will you? /Let's try to say correctEnglis h, shall we?
4.时态：
A. John, you've done best of all in your class! /You'vemade so much progress!
B. You're doing nicely!
C. Your English will become better if you work harder.
D. Now you can do better than you did before.
E. You used to make a lot of mistakes in grammar, but nowyou do more correctly.
5.语态： A. You do your work well. /Your work is well done.
B. You have made great progress in English this term./Your English has been greatly impr oved this term.
6.语气：
A. Your English is excellent.
B. I wish you would work harder. /How I wish you would bemore careful.
C. Pay attention to your spelling. /Keep on and on.
7.篇章：
Diana, you alwasy do well in English. But sometimes you are a little careless. You see, w hat you've done here. You've made such a funny mistake! I think you'll correct it. Try to do yo ur work as carefully as you can. 有些教师认为，作业评语只是对作业本身进行评价，这是一种狭隘的观点。
我认为，作业评语的内容也可 以包括有关学生学习和生活的方方面面，其语言形式更可以千变万化。它们可以是：一个词，例如：
Great! (Perfect! Wonderful! So nice! ...)
一句话，例如：
Anna, what a good girl you are! (How nice your work is!You've done so well! Isn't it great ...)
一则格言，例如：
Practice makes perfect. (Where there's a will, there's away. Time and tide waits for no ma n.)还可以是三言两语的描述或随感，或是提出几个带启发性的问题。只要能帮助学生提高运用英语的能力，掌 握英语知识，激发他们的学习兴趣和积极性，无所不可涉及，各种句式都可运用。
写好作业评语，教师不仅要有相当高的英语知识和灵活运用英语的能力，而且要有一定的文学素养。有时不是教师不想写作业评语，或担心写了学生理解 不了，而是"书到用时方知少"，想写而写不出！
二、作业评语可以实事求是地评价作业，是实施"素质教育"的需要。
长期以来由于受"应试教育"的影响，许多教师热衷于给学生作业打分数或划等级。实践证明，对某些学 生，这样做不仅不能起到鼓励或鞭策的作用，相反还会抑制甚至打击学生的积极性，因为分数和等级的标准往往是片面的和机械的，容易抹杀学生的个性，不能准确地衡量学生的真实成绩，达不到因材施教的目的。而且 ，一般作业也不都适合评分。只有评语才能给学生以恰如其分的评价，使他们真正看到自己已取得的成绩，存在的缺点和努力的方向。
对差生的作业要批评，但更要多鼓励。例如：
Bob, you've made so many mistakes but do better next time. Billy, I think you can do better if you work a little harder. Jenny, be a careful girl and you'll make greater progress. 一份差生的作业中可能有各种各样的语法错误，但是主要内容也许很好或书 法很不错，如被全部地划叉或判为零分，这就如同倒洗澡水把孩子也一起倒掉了一样。而评语则可以起到去粗取精之功用。例如：
I find you're good at expressing yourself. Avoid makingtoo many mistakes in grammar.
You meant well, but try to make your sentences correct.
Sally, you've made so many mistakes here. Try to correctthem. I like your handwriting very much. Keep on.
对优等生的作业表扬中要有指正。教师可通过评语向他们提出更高的要求，如增强创造力等。可以说：
It's good to be correct. It's also important to be creative.
Excellent, Diana! You haven't made any mistakes, but try to make your handwriting nicer.
对中等生的作业应该慎重评价。他们往往是大错不犯，小错不断。在他们的评语中要多点督促，因为这一类学生往往就缺少那么一点"推动力"，如推一推就上去了，松一松便下来了。例如：
You'd better be more careful! Pay more attention to verbsand their uses!
Work harder and then you'll make much progress!
有些学生比较马虎，经常犯拼写错误。对于这类不大不小的问题，一个个批改不仅费力而且没有必要，但 也不能视而不见，提出要求是良方。例如：
Your work is quite good except for a few spelling mistakes. ( Try to spell you r words correctly. Avoid misspelling!)
适当地给一则相关的谚语也未尝不可。例如：
A stitch in time saves nine. /Little by little one goes far.
中学生在学习英语的过程中，最大的难题就是动词及其用法。他们往往混用时态，在叙述的时候更是如此 。如："It's Sunday morning. Father was taking Sandy to a park nearby their home. Suestays a t home with mother. She was doing her homework..."
这一段文字虽然时态混乱，但是内容不错，简单地否定或肯定都是不对的，轻则使学生茫然不知所措，重则挫伤他们的学习兴趣和积极性。比较好的方法 是向他们提出要求。例如：
Pay much attention to tenses! ( Don't confuse one tensewith another! If you take your sto ry as a past event, use thePAST TENSE all the way; if you make your story seem to betaking place now, use the PRESENT TENSE. You can't use tensesat random!)
现在的中学生大多为独生子女，过多的要求甚至批评难以奏效，"愉快教 育"才能适应现代化教育发展的 需要。对于那些缺乏良好学习习惯，或学习成 绩有下降趋势的学生，要经常在作业评语中委婉地指出他们的缺 点和不足，并 表达对他们的希望。只要这些希望是真诚的、适时的和有内容的，学生就会从中 理解老师对他们 的信任、关心和爱心，从而转化为学习的动力。
冷冰冰的对、错号或分数只是一些符号或标志而已，有时（如阅卷）不得不为之，但要表达丰富细腻的感情还要用评语。
三、作业评语可以沟通师生思想感情，是教师职业道德，即"师德"水平高低的表现。
我认为，评语是教师同学生促膝谈心，说悄悄话，表达的是特别的关注和爱护，犹如一封短笺，或赞扬或劝诫，学生们都能心领神会。
教师针对成绩不同的学生及其作业，在不同场合所作的评语可激发学生们的斗志，让优等生更上一层楼，使中等生改正缺点、发扬成绩。更重要的是，能实事求是地评价差生及其作业，以便他们克服对英语学习的畏 惧心理，树立信心，努力从后进变为先进。
学期开始，对于差生的作业评语中应多几分激励。例如：
Jenny, you've made some silly mistakes in your homework.A new term begins now. I want you t o work harder than last term just from the beginning. Cheer up! A good beginningmakes a good ending.
给中等生的作业评语中最好有一些督促。例如：
Mark, you made much progress last term. However, you should work still harder this ter m. Do you think so?
再如，有些学生在某个语言点上一再犯错，如"It isn't belongto her."
采用一再划叉的处理办法，可能会无济于事，给以适当的批评和指正效果可能好些。如：
Jack, it's wrong to say "It isn't belong to her. " We say"It doesn't belong to her." "Belon g" is a verb, like "go,look, talk..." We say "He doesn't go to school. " Do we say "He i sn't go to school"? No, never!
某次大考之前，在好、中、差学生的作业上可以给予不同的评语，以鼓舞斗志。例如：
Andy, I wish you great success in the coming examinations.
Sandy, go over your lessons again and pay more attentionto the verbs we've learned this term. Avoid making sillymistakes in your paper.
Tom, make up the homework you've missed. Come to me if you find anything you can't under stand.
如某个学生上次考试不及格，可用下述话语激励其争取进步：
Tom, I'm sorry to know you've failed in the lastexamination. I hope you won't be t oo sad. Your classmates and I all want to help you. Remember, failure is the mother ofsucces s. I think you can do better next time.
如一个学生因病假缺课，作业做得不好，教师要说些安慰的话：
Janet, you've made some mistakes in your work. I think itvery natural.
Don't lose heart. We 're all ready to help youcatch up.
甚至某个学生在课堂上不注意听讲，教师也可以在作业评语中提出劝告。如：
Kelly, you don't know how to do these exercises. In fact, they aren't so difficult. The r eason is that you didn'tlisten carefully in class!
又如，在节假日前，教师可以给予学生一些祝愿语：
Merry Christmas! /Happy New year! . /Have a good timeduring the Spring Festival! /Enjoy yourselves in the comingholidays!
作业评语一般写在学生的作业后边，但也可写在中间的某个位置，与批改汉语作4的"眉批"很相似。
比如，某个句型很难掌握，可有个差生竟然做对了，教师应及时加以表扬，在那个句子旁边写上：
Quite right, John.（或You see, you've done so well!）
又如你发现一个精彩的句子，可在该句下边写道：
Excellent! (Wonderful! Perfect! Beautiful! Clever! Good girl!) Oh, it's so nice a sentence! (What a beautiful sentence!I like this sentence very much. It' s very creative. It's full of humour.)
如遇到一处屡改屡犯的语法错误，只有明确的批语才能产生较深的印象：Wrong again! (Oh, so bad! Such a careless boy!)
I'm both sorry and surprised! （或 You've made such amistake again.）刚接触某个语法现象，如一般现在时，一部分学生在脑海里还没有形成明确的概念，做作业时很可能犯一些语法错误。对于这些错误靠打叉不解决问题，但又不能在作业本上一一解释。事实上，一时也解释不清，我们可以提出劝告 或警告以示注意。比如有这样一个错句："Hehas gone to Japan three times." 在此句旁边不妨给这样的评语：
No, we never say so. We say " He has been to..." （或 John, you don't know we Chinese studen ts often make this kind ofmistake!）
有些动词，比如enjoy的用法也容易出错："They enjoy collectstamps." 我们知道enjoy后只接动名词而不接动词原型，然而初中学生尚未学到动名词。对于这样的句子简单地划叉会使学生感到莫名其妙，不如给 评语好。
Jenny, it's wrong to say "enjoy do sth." or "enjoy to dosth." We only say" enjoy doing sth. " Remember!
中国学生常常漏写联系动词，如：His brother very tall.对于这个错句我们可以用添加号∨或∧，也可 以批上：
Is it a sentence? No, it has no verb in it. Be carefu[1]！这方面的评语也可以与有关的符号一同 使用。
作业评语会不会增加教师的负担呢？我的看法如下：
1）表面上看起来，写作业评语比传统的作业批改增加教师的负担，而事实上正相反。传统的作业批改方法是"遇对必钩（√），有错必纠（×）"，它既违背语言生成和发展的规律，又有悖于启发式教学原则，长期以来师生不知为 此浪费了多少时间和精力。
2）教师并不一定每次给每个学生的作业写批语。作业评语不能过多、过滥，过犹不及。而且每次评语写多少要因时制宜，贵在坚持。只要每周能给每个学生写一、两次恰当的评语就能使他们始终保持清醒的头脑、 强烈的兴趣和昂扬的斗志。
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