小学英语教师评语

英语作业评语：被忽视的教学利器与沟通桥梁

如今，在英语课堂上用英语授课已是普遍共识。然而，当涉及到通过书面形式与学生交流时，许多教师的目光往往局限于评语的评价功能，而忽视了它同样重要的语言示范与交际功能。一个常见的现象是：批改作业时，除了对错符号，不少英语老师很少像语文老师那样，在作业本上写下具体、明确的看法或建议。

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事实上，教师的评语，是对学生英语书面表达能力和自主学习情况的综合评价与指导。我们在口语教学上已经“身先士卒”，为学生创造了“在英语海洋里学游泳”的语境。那么，用英语书写评语，就等于让学生在书面语训练上也真正“下水”了，让他们在真实的英语交际环境中，同步提升笔头功夫。

具体而言，英语评语的价值至少体现在三个方面：直接提升学生的书面交际能力，促进师生间知识、思想和情感的双向流动，并能有效激发学生自主学习的积极性。那么，如何让评语发挥出这些效能呢？以下几个维度值得深入探讨。

1. 适应性：从学生实际出发

写好评语的首要原则是适应性。评语是写给学生看的，必须使用学生能读懂的英语，贴合其实际水平和个性心理。这意味着，评语所用的词汇和语法结构，不能大幅超越或落后于学生的当前认知。其次，要遵循循序渐进的原则：从简到繁，从易到难，从通用评语逐步过渡到个性化反馈。这两点是有效评语的基石。

当然，评语中偶尔出现一两个生词并非坏事。学生通过上下文猜测或动手查词典来理解，本身就是一个积极的学习过程，有时甚至能产生“跳一跳，摘到桃”的激励效果。不妨看看这些例子：

· Will you please do your work better next time?
· Well, your handwriting is very good.
· Wonderful, your English is very good and your written answers are clear throughout.
· That’s great! Please keep up the work. Success comes by hard work and constant efforts.
· You are an excellent student who has a natural gift for language.
· I’d like to see your development of your written and oral skills in English.

2. 及时性：把握反馈的“黄金时间”

“及时”在这里有两层关键含义：一是对学生作业的反馈要及时。学生在课外以各自的方式和节奏完成作业，教师的及时批改与反馈，有助于迅速了解学生的学习进展与效果，以便进行后续指导。同时，学生在完成作业时产生的疑问或独特想法，也正期待着老师的回应，及时的评语恰好能满足这种心理需求。

二是及时运用学生新近学到的语言点。用刚讲过的语法或词汇撰写评语，能让学生看到知识在真实语境中的应用实例，从而加深理解、强化记忆。例如：

· You are great. I’m proud of you.
· You’ve made fabulous progress and I do not doubt that you’ll succeed.
· Wonderful! I appreciate what you ha ve done in your exercise-book and believe you’ll be successful in your English study.
· I’ll be glad to see that you will do your homework better next time.
· This is the best I’ve seen today.
· The harder you work, the sooner you’ll improve.

上面这些例句中带有下划线的部分，正是形容词或副词的比较级和最高级。如果学生刚学过这类知识，这样的评语就能起到立竿见固的巩固作用。

3. 鼓励尝试，让每个学生都能体验成功

现代教育心理学指出，成就动机是激发学习动力的有效因素。每个学生内心都渴望成功，这种渴望能转化为强烈的求知欲。因此，在作业设计上，应减少机械的抄写任务，多设计一些允许自由发挥的问题或任务，让不同水平和兴趣的学生都有展示空间。随后，教师再通过评语给予针对性的表扬或鼓励，让每个学生都有机会获得成功的体验。

比如，在教授食物相关话题时，与其让学生反复抄写vegetable, beef, rice等单词，不如提出一些开放性问题：What’s your fa vourite food? What Chinese diet do you like? What do you usually ha ve for lunch? 教师可以根据学生不同的回答，给予个性化的肯定：

· I agree with you that we should eat healthy food and the Chinese food is the healthiest in the world.
· I marvel at the maturity of such a young child as you.

4. 真情实感：用真诚打动学生

作业本是教学信息的反馈载体，更是师生情感交流的桥梁。细心的教师能通过作业洞察学生的思想动态和学习状态；同样，学生也能从评语的措辞中，感知到教师是否真诚、是否对他抱有期望和责任心。

因此，评语中的鼓励要切合实际，对学生的进步要流露出由衷的赞赏；指出错误时要委婉而诚恳，重在引导和激励。赞扬需恰到好处，批评则要讲究方式。例如：

· Although you were late in achieving, you ha ve caught up well with your studies. I would like to see you getting fast development of your written and oral skills in English.
· You ha ve done your work better this time. I believe that nothing is impossible as long as you work hard.
· Practice makes perfect. I’d like to see you participating more in class activities.
· It is the same in studying as in eating, he who does it is not he who sees it done.
· As fire tries gold, so does adversity try courage. Nobody knows what he can do till he has tried. You ha ve made a good start. Not only energy, but also persistence is necessary to success.

所谓“精诚所至，金石为开”，教师的热情与真诚，往往能成为推动学生思想转变与成绩提升的重要力量。

5. 平等对话：开展评论性的讨论

我们应当充分尊重学生的个性、人格和创新精神。教师不妨以学习伙伴或益友的身份，参与到学生的自主学习过程中，避免总是以“长者”姿态进行居高临下的训导。通过平等的、探讨式的评语，营造一种自由交流思想的氛围，让学生敢于并乐于在作业中与教师进行思想碰撞，创造性地运用所学知识。例如：

· Nothing is more precious than time. Do you agree with me? Would you like to tell me your own opinions and your timetable?
· What do you think about this? Is that right? It is only a suggestion. I’d like to see you persisting with your opinions if you’re right.
· The great use of a school education is not only to teach you things but to teach you the art of learning. Do you think so?

6. 因材施教，授人以渔

在素质教育框架下，“材”的标准应是学生的综合素养。传授知识的目的，在于服务于学生的多元发展，启迪思维，培养能力。撰写评语时，除了关注文化知识的掌握，更需承认学生在学习能力与知识基础方面的客观差异，真正做到因材施教，授人以渔。

要保护那些暂时落后或处于不利条件学生的持续发展权。批改他们的作业时，在温和指出错误的同时，务必挖掘并肯定其闪光点，哪怕只是微不足道的一处。例如：

· Where there is a will, there’s a way.
· It is not helps but obstacles that make a man.
· It is a rule never to be forgotten that whatever strikes strongly should be described while the first impression remains fresh upon the mind.
· Your answers show you ha ve real ability in the course, and you are developing increasing depth of thought and clarity of expression in your written work. But there are some grammar mistakes in it.
· Your work is a marvel of neatness and order. I am sure there is nothing difficult for us to learn. If we learn it, the difficult thing will be easy; if we don’t, the easy thing will be difficult. Don’t you think so?
· You ha ve given a lot of facts on the whole. That is good. If they had been put in a more logical order, the whole essay would ha ve been cleaner.

当然，写好英语作业评语的门道远不止以上几点。这对教师提出了双重挑战：既要不断提升自身的英语书面表达能力，更要深入研究学生的心理特点、兴趣所在、学习习惯及实际英语水平，确保每句评语都言之有物、以理服人、有的放矢。

总而言之，给学生撰写评语，既是一项需要投入心力的艰苦工作，也是一门值得深究的教学艺术。运用得当，它将成为提升学生书面交际能力的强大助推器，其价值与作用，绝对不容小觑。