学生给老师打分英语作文怎么写
如何进行有效的英语作文批改一直是困扰高中英语教师的难题之一。目前，高中学生的英语作文都是上交任课教师批改，教师在学生的作文上写下简单的评语或打上一个标志性的分数，发还学生，个别教师可能会进行范文分析。笔者经常遇到的情况是：由于教师批改作文工作量较大，耗时较长，等到学生拿到作文本时，差不多已经遗忘了文章的内容，完全没有阅读教师评语的兴趣。对于分数，他们也只是和同学比较一下谁高谁低，而不会去考虑为什么老师给我这样的一个分数？我怎样也能拿高分？
笔者近年来开始尝试着让学生自己批改作文。为了操作的方便，我给学生定了一个自评作文的标准。学生作文自评标准含Language Criterion与Quality Criterion两个部分，Language Criterion是语言知识层面的批改，Quality Criterion是对作文整体质量的评价。作文总分按最高分23分来计算，将评价标准分成五个部分：既让学生在自批过程中有衡量的具体标准，降低了任务的难度；又能渗透高考作文评价意识，使学生清楚地明白需改进的地方。
第一部分content（5分）主要是要让学生仔细的阅读作文的写作要求，不能遗漏要点。
第二部分organization（4分）是要让学生重视文章的分段以及段落的详略情况。笔者曾参与过高考的作文阅卷工作，发现很多老师都很头疼学生的一段式文章，不仅读起来没有条理，也很难在短时间内判断他是否有要点遗漏的现象。这种一段式的文章是很难给阅卷老师留下较好印象的。而段落的详略如果注意了的话，文章读起来会觉得条理清晰，层次分明。
第三部分vocabulary（5分）则更多的是关注学生的基础知识：单词的拼写、词汇在语境中的合理运用等等。
第四部分grammar（5分）是要让学生意识到平时学的语法知识在作文里的综合运用，比如说时态、语态、句型的整合。
第五部分flashing points（4分）提醒学生在平时的训练中多多记忆漂亮的词汇、短语以及句型。通篇都是简单句，这样的作文读起来是寡然无味的，而这些好的词、句子就是文章的调料。
笔者认为这一学生作文自评标准的设计遵循了《课标》规定的教学原则，即“加强对学生学习策略的指导，帮助他们形成自主学习的能力”。《课标》指出要为学生独立学习留有空间和时间，使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题，获得经验，增强自信，提高能力。教师要注意帮助学生独立制定具有个性的学习计划，并根据自我评价不断修正和调整自己的学习计划。我们要求和安排学生按照作文自评标准来进行自我批改评价，正是给学生提供了独立学习的空间和时间，有利于培养学生自主学习的能力；而且Language Criterion与Quality Criterion让学生在自评过程中有衡量的具体标准，使学生在进行过多次自评作文后，明确了写作方向，即什么样的作文才算是好作文，增强了学生在写作文时的自信心。
在实践中，笔者发现学生作文自评标准的使用确实使原来枯燥、低效的作文批改成为轻松、相对高效的学习过程。
首先，学生使用作文自评标准进行自我批改培养了学生的自主学习能力，增强了学生的学习主体意识。学生自批作文的过程就是一个自主学习的过程，Language Criterion与Quality Criterion为学生的自主学习提供了技术支持，学生自我评定作文的过程充分体现了学生的主体地位。
其次，学生作文自评标准的使用提高了学生的作文质量、写作能力及语言综合运用能力。学生在进行作文自批时不仅要关注语言知识层面最基本的问题，如单词拼写、字母大小写、名词单复数、时态、代词前后一致等诸多问题，而且必须从作文整体出发，从内容、组织、衔接等方面审视全文。事实上，Language Criterion的使用也是一个短文改错的过程。长此以往，学生的语言整体水平，包括写作能力，将得到质的提升。
再次，学生作文自评标准的使用培养了学生的写作策略。笔者在对学生的调查中发现Quality Criterion使绝大部分学生开始关注作文要点是否全部写到，作文句与句、段与段之间的衔接是否有，是否流畅自然，词汇、句型的选择等等。最后，学生作文自评标准的使用促进了师生间的情感交流。由于学生作文自评标准降低了写作的难度，而且教师评语趋于人性化，不少学生在整篇作文结束后还跑到办公室与教师谈写作的问题，师生之间的关系越来越融洽，进一步提高了学习效率。
但是，笔者在实施过程中发现学生作文自评标准存在着两个有待改进与完善的地方。
第一，不同语言水平或学习能力的学生对作文自评标准的使用不同。对于语言水平较弱、学习能力较差的学生来说，作文自评标准首先是一个理解的问题，其次才能对自身的作文进行批改和评定。因此，很多这样的学生就会随便打个分数，造成自评作文的使用流于形式。
第二，很多学生对于自己作文中的错误“视而不见”。有的学生甚至笑称：“我要知道它是错的，我还会错吗？”对于这个问题笔者最近做了一些尝试，让学生相互交换作文批改，或者自批后再收上来由老师重新做简明扼要的批改。这样一来，学生与学生之间，学生与老师之间的互动就更多了，问题也能得到妥善解决。
2. 初中生写给老师的一篇英语作文
My
English
teacher
I
have
a
very
good
English
teacher.
Our
class
all
like
her
very
much.
Though
she's
our
English
teacher,
but
we
often
call
her
name
Mary.
She
is
very
friendly
to
us.
We
all
like
to
have
English
classes
very
much.
She
is
so
young
and
beautiful.
She
looks
like
a
middle
school
student.
She
has
two
big
eyes
and
long
hair.
She
likes
wearing
T-shirts
and
jeans.
She
teaches
English
very
well.
In
class,
she
looks
like
our
elder
sister.
We
usually
learn
new
things
by
playing
games
and
singing
songs
,so
we
always
have
fun
in
English
class.
She
often
helps
us
to
solve
problems.
After
class,
she
looks
like
our
friend.
We
often
play
games
together.
Now
,
you
see
,
do
you
like
our
English
teacher
too?
中文大意：）~~
我有一个非常好的英语老师，我们班的人都很喜欢她，虽然她是我们的英语老师，但我们通常称她为玛丽，她对人很温和，我们喜欢上她的英语课。
她很年轻并且漂亮，她就像一名中学生，她的眼睛大大的，头发好长，而且喜欢穿T-恤和牛仔裤。
她英语教的很好，在课上，她更像我们的姐姐，我们常常能通过玩英语小游戏和唱歌学到新知识，因此在她的英语课上我们都很开心。她也经常帮助我们解决各种问题。下课后，她成为我们的好朋友，和大家一起玩。
你看，难道你会不喜欢我们的英语老师吗？
3. 学生给老师打分英语作文
Students’ Rating of Their Teachers It's common that students rate theri teachers in the school.Many schools regard th students's rating of their teachers as an important judge standard. There're different attitudes about this phenomenon .The supporters say that the rating can make the relation of the teachers and the pupils more firm,and what's more,the rating can make the teacher pay more attention to the pupils.The opposers think it is unadvisable that the scores don't reflect the truth. Students' rating tend to be partial usually,On the one part ,some pupils rate the low score to the teachers who are strict with them or punish them,and they may rate the high scores to their favorite teachers.To gain the high score,the teachers would lossen the pupils.On the other hand, many pupil may be negligent in doing their rating,and the scores are meaningless. In my opinion, the rating is practicable itself with the corresponding measures,and the schools should set up the regulations to shape to the rating , naturaly,the schools also should take the rates as reference materials in judging the teachers.After all,the rating isn't the only one judge and it's only a method .
4. 对"学生让老师打分 甚至决定老师去留 " 的观点英语作文
First, I want to say thank you very much.
When I came here, you left me a deep impression. You are not very tall but look handsome by wearing suit, and you are honest and dignity.
In this semester, you teach me English, and graally I begin to worship you. You just like an elder who always teaches me not only how to grow but also how to behave.
5. 英语作文对老师的评价怎么写
Students’ Rating of Their Teachers(学生评价老师)
1．学生给老师打分已很普遍；
2．人们对其持不同态度；
3．我的看法
[写作导航]第一段宜写高校改革所带来的变化使得学生评价教师很普遍，在有些高校学生的评价甚至成为教师教学好坏的惟一尺度；第二段应写对这一做法，人们有不同的看法，有人赞成，认为学生最有发言权，而有人则反对，认为学生不具备评价教师的素质，对诸如教学材料、教师业务水平等的评价应由教师的同事来完成；第三段写我的看法，我认为，学生评价教师有必要，但要切实做到对教师的教学有帮助，例如可让学生评价在某门课上所学到的知识如何，兴趣如何等等。
[范文]
A great change is now taking place in higher ecation throughout our country. Teachers are being held responsible as never before for how well they serve their students. It has become as common in colleges and universities for students to grade teachers as for teachers to grade students. In some universities students’ rating has even become the only source of information on teaching effectiveness.
This, however, has caused great controversy. Some are in favor of the rating system. They hold that since students attend the teachers classes everyday, they should have their opinion about their teachers’ effectiveness. Others, on the contrary, are strongly against it. They think that students’ rating is easy to administer and score, but it also is easy to abuse. They believe that there is much more to teaching than what is shown on students’ rating forms. Students should not be expected to judge whether the materials used are up to date or how well the teacher knows about the subject.
These judgments require professional knowledge, which is best left for the teachers’ colleagues.
I think students’ rating of their teachers is necessary, but it should be concted in a way that can really shed meaningful light on teachers’ performance. Instead of rating the teachers’ knowledge on the subject, students should be asked to estimate what they themselves have leaned in a course, and to report on such things as a teacher’s ability to communicate with students, his relationship with students, and his ability to arouse interest in the subject.
6. 雅思写作：老师是如何给学生打分的
Ask people what’s wrong in American higher ecation, and you’ll hear about
grade inflation. At Harvard a few years ago, a professor complained that the
most common grade was an A-. He was quickly corrected: The most common grade at
Harvard was an A.
Across 200 colleges and universities, over 40 percent of grades were in the
A realm. At both four-year and two-year schools, more students receive A’s than
any other grade — a percentage that has grown over the past three decades.
Among older graates, figures like these usually elicit a comment
involving the words “coddled,” “damn” and “millennials.” But the opposite
problem worries me even more: grade deflation grade inflation. It happens
whenever teachers use a forced grading curve: The top 10 percent of students
receive A’s, the next 30 percent get B’s, and so on. Sometimes it’s mandated by
institutions; sometimes it’s chosen by teachers.
The goal is to fight grade inflation, but the forced curve suffers from two
serious flaws. One: Itarbitrarily limits the number of students who can excel.
If your forced curve allows for only seven A’s, but 10 students have mastered
the material, three of them will be unfairly punished. (I’ve found a huge
variation in overall performance among the classes I teach.)
After analyzing grading systems, the economists Pradeep Dubey and John
Geanakoplos concluded that a forced grade curve is a disincentive to study.
“Absolute grading is better than grading on a curve,” they wrote.
The more important argument against grade curves is that they create an
atmosphere that’stoxic by putting students against one another. At best, it
creates a hypercompetitive culture, and at worst, it sends students the message
that the world is a zero-sum game: Your success means my failure.
A few years into my teaching career, I set out to change that attitude
among my students. I started experimenting with grading schemes that would
encourage community andcollaboration — while still maintaining standards and
assessing students indivially.
7. 如何给老师课堂表现评分表评分英文
是对教师上课的总体评价.（以下是课堂教学评价表,由于表格线不能复制,所以你自己再制作一下）课堂教学评价表姓名 授课班级 等 级 得分学科 时 间 课题 分值 优 良 中 差 评 价 指 标 教学目标 符合学科课程标准和教材的基本要求,教学目标明确、具体、多元化.8 8 6 4 2 教学内容 形成合理的知识结构,突出重点,难易程度,联系学生生活和实际.8 8 6 4 2 教学策略与方法 围绕目标创设灵活的,有助于学生学习情境、营造民主、平等、互动、开放的学习氛围,激发学习兴趣.8 8 6 5 4 善于引导学生主动学习、合作学习,指导具有针对性、启发性、实效性.8 8 6 5 4 学生认真参与学习,积极思维,敢于表达和质疑.12 12 10 8 5 根据教学实际先用恰当的教法,为学生的学习设计并提供合理的学习资源.10 10 8 6 4 教学效果 学生获得的基础知识扎实,在学会学习和解决问题方面形成一些基本策略和能力.10 10 8 6 4 学生在情感、态度、价值观等方面得到相应的发展.12 12 10 8 6 教师素养 正确把握学科的知识、思想和方法,重视教学资源的开发与整合.8 8 6 4 2 有较为丰富的组织和协调能力,有教改创新精神,有独特良好的教学风格.6 6 5 4 3 现代教学技术手段设计应用适时适度,操作规范熟练.6 6 5 4 3 语言准确、有感染力,板书工整、合理 4 4 3 2 1 备注 各项累计得分90分以上为优,89~80分为良,79~70为中,60分以下为差.合计 意见与建议 评议人：_______________________
8. 学生该如何给老师打分意见 英语版
1. 学生给老师打分已经普遍
2. 人们对其持不同态度
3. 我的看法
Students’ Rating of Their Teachers
Nowadays, it has become as common in colleges and universities for students to grade teachers as for teachers to grade students. In some universities students’ rating has even become the only source of information on teaching effectiveness..
This, however, has caused great controversy. Some are in favor of the rating system, They hold that since students attend the teachers’ classes every day, they should have their opinion about their teachers’ effectiveness. Others, on the contrary, are strongly against it. They believe that there is much more to teaching than what is shown on students’ rating forms. Students should not be expected to judge whether the materials they use are up to date or how well the teacher knows about the subject. These judgments require professional knowledge, which is best left for the teachers’ colleagues.
I think students’ rating of their teachers is necessary, but it should be concted in a way that can really shed meaningful light on teachers’ performance. Instead of rating the teachers’ knowledge on the subject, students should be asked to estimate what they have learned in a course, and to report on such things as a teacher’s ability to communicate with students, his or her relationship with students, and his or her ability to arouse students’ interest in the subject.
翻译
学生对教师的评价
如今，它已成为常见的学院和大学的学生年级的学生为教师，特级教师。在一些大学中，学生的评价甚至已经成为教学有效性的信息的唯一来源。..
然而，这已经引起了很大的争议。有些是赞成的评级系统，他们认为，由于学生每天参加教师的班级，他们应该有自己的意见，对教师的工作效率。其他的，相反，是坚决反对的。他们认为，学生的评估表上显示的内容外，还有更多的教学。学生不应期望来判断他们使用的材料是日期或老师知道这个问题。这些判断需要专业的知识，这是最好留给教师的同事。
我认为学生评价教师是必要的，但应进行的方式，对教师的表现，才能真正揭示有意义的光。而不是评价教师的知识，关于这个问题的，学生应以估计什么，他们已经学会一门课程，和诸如教师的学生，他或她的关系，与学生沟通能力的报告，和他或她的能力，激发学生的学习兴趣的主题。