[初二英语]批评学生的艺术

合集下载

对学生犯错误,教师如何批评的英语作文

对学生犯错误,教师如何批评的英语作文全文共3篇示例，供读者参考篇1How Teachers Should Critique Students' MistakesAs a student, I've experienced my fair share of corrections and critiques from teachers over the years. Some have been more helpful and constructive than others. From my perspective, there's definitely an art to providing effective feedback that actually helps students learn from their mistakes.Far too often, I've had teachers who simply mark errors with a red pen and give little to no explanation. Sure, they might put a letter code in the margin indicating the type of mistake, like "SP" for spelling or "GR" for grammar. But seeing those codes over and over again doesn't really help cement the concepts. All it does is make me feel stupid for repeatedly making the same errors. I need more guidance than just having my mistakes circled.The teachers who have helped me improve the most are the ones who take the time to have conversations about why certain mistakes were made. They don't just tell me I'm wrong, but theyuse it as a learning opportunity. They ask questions to figure out the root of my misunderstanding. That way, they can re-explain the concept in a way that clicks for me specifically.For example, my 10th grade English teacher would sometimes call me over to her desk during our writing periods. She'd go through my drafts paragraph-by-paragraph and talk me through her thought process as she edited. "I put a comma here because this is an introductory clause," she'd explain. Or, "You used 'their' instead of 'they're' in this sentence. Can you see the difference?" Having that discourse helped the lessons sink in much better than simply seeing strike-throughs all over my paper.I also really appreciate when teachers complement their feedback with plenty of examples and resources. It's one thing to tell me, "Your transitions between paragraphs need work." It's another to print out a few model essays from previous students and explicitly show what good transitions look like. Or to send me links to grammar websites that have transition word lists and exercises. The more tools and practice opportunities I have, the better!Admittedly, getting constructive feedback does require some effort on the student's part too. We have to remainopen-minded and avoid getting defensive. I know I used to get embarrassed when teachers would go over my mistakes in front of the class. But looking back, I realize they were just trying to take advantage of a teachable moment that could potentially help multiple students. As long as the teacher does it in a supportive way without shaming anyone, using examples from our actual work can be an effective strategy.Sometimes when I've gotten lower grades than I wanted, my knee-jerk reaction has been, "But I worked so hard on this!" As if effort alone should earn me an A. But then the teacher will go over their comments, and I'll realize there were legitimate gaps in my knowledge reflected in the assignment. Quality feedback shows me where I'm getting tripped up and how I can improve. It's a reality check more than a punishment.Of course, teachers also need to be mindful of the tone they use when giving critiques. We students can definitely sense condescension or irritation. And that immediately puts us on the defensive, causing us to shut down instead of absorbing the lessons. The best teachers make us feel like we're all on the same team working toward the same goal, not adversaries going head-to-head. A little empathy and encouragement can go a long way.In my experience, the teachers who have pushed me to grow the most are the ones who genuinely enjoy seeing their students have "aha!" moments. They get visibly excited when they can tell a tricky concept has finally clicked for one of us. You can see the passion and fulfillment they get from unlocking our potential. Those teachers don't look at our mistakes as personal failures, but rather opportunities to fill gaps in understanding. It's all part of the journey.I'll never forget this one writing assignment I did my junior year. I turned in the first draft feeling pretty confident. But when I got my teacher's feedback, I realized I had completely missed the mark in terms of analyzing the deeper meaning behind the text. At first I felt crushed. But then my teacher said, "Don't worry, you're not alone. A lot of students struggled with this one. Let's go over it together so you've got it for next time." She could have easily made me feel like an idiot. Instead, she framed it in an empowering way that gave me the determination to tackle the re-write.Ultimately, I think effective critiques need to belaser-focused on helping us learn and grow, not making us feel inadequate. Feedback is an investment in our skills. When teachers take a constructive, coaching-based approach, it buildsour confidence along with our competence. Their insights show us that our mistakes aren't signs of failure, but markers showing where we need to focus our efforts.The best teachers use critiques as stepping stones, not stumbling blocks. They don't dwell on what we got wrong, but decisively re-direct us onto the right path. Their feedback empowers us to embrace our errors as catalysts for improvement. Gradually, we develop stronger critical thinking skills that ensure we don't repeat the same mistakes over and over. We start seeing our teachers' notes not as demoralizing red marks, but as lights illuminating the way to becoming better students and better learners overall.篇2How Teachers Should Critique Our MistakesAs students, we all dread that sinking feeling when the teacher calls on us and we get the answer wrong. Our face flushes, our heart races, and we wish we could disappear into our desks. In those moments, how the teacher responds can either help us learn from the experience or make us feel even worse.I've had teachers who would openly mock students for wrong answers, calling them "stupid" or saying things like "Wereyou even listening?" This type of harsh criticism is extremely demoralizing. It makes students afraid to even try answering for fear of public humiliation. An environment of judgment and ridicule is not conducive to learning.On the other hand, I've had teachers who would gently correct mistakes in a supportive, encouraging way. They would say something like "That's not quite right, but I can see why you might think that. Here's where the misunderstanding is..." And then they would rephrase the concept using different examples until it finally clicked. An approach focused on understanding rather than judgment makes students feel safe to take risks and make mistakes - which is how we truly learn.The best teachers realize that mistakes are inevitable and even valuable parts of the learning process. They don't take them personally or get frustrated, but view them as opportunities to reinforce key ideas. A good teacher can critique our mistakes in a way that boosts our confidence instead of deflating it.One simple but powerful technique is to pair any criticism with sincere praise. For example: "Your grammar is really improving, which is great. The mistake in this sentence was..." Or "You clearly put a lot of thought into this essay. Next time, besure to cite your sources at the end." Sandwiching the critique between authentic compliments makes it much easier to accept.Another approach is questioning instead of outright correction. If a student gives an incorrect response, the teacher might ask "Can you explain your thought process here?" Or "What made you choose that answer?" This gets the student actively thinking about their own logic and pinpointing the flaw, rather than just being told they're wrong. The teacher can then guide them through the proper reasoning.It's also helpful when teachers model making mistakes themselves. If they get a tricky math problem or grammar rule wrong on the board, they can pause and say "Oops, I made a mistake here. Let me think through this again..." Then they can rework it aloud, describing their revised thinking. This shows that mistakes happen to everyone, even experts. More importantly, it demonstrates how to calmly self-correct without berating yourself.For bigger assignments like papers and projects, teachers should critique in a supportive format - for instance, starting and ending with positive comments while "sandwiching" the critical feedback in between. The tone should be one of a caring coach helping us improve, not a harsh judge calling out every flaw.Specific details on what was done well and what needs work are much more useful than vague "This is good"/"This is bad" statements.It's also beneficial when teachers can personalize the feedback based on our individual learning styles, strengths, and weaknesses. Someone who is a strong analytical thinker may respond best to very structured, logical critiques. A more creative student might prefer comments that use imagery and real-world examples. Getting feedback that clicks with how our minds uniquely operate maximizes our ability to apply it.Ultimately, the manner in which teachers critique our mistakes can deeply impact our confidence, our mindset toward the subject, and how much we actually learn from our errors. The most effective way is a caring, supportive approach that maintains a safe environment for risk-taking. It should focus on understanding over judgment, provide specific guidance, be personalized to our needs, and recognize mistakes as growth opportunities.Mistakes will always be part of the learning journey. But if critiqued properly by our teachers, they become stepping stones toward mastery rather than shameful stumbling blocks. We feel empowered to embrace our mistakes, correct them, and keepstriving to improve. Isn't that really the ultimate goal of education?篇3How Teachers Should Critique Students' MistakesAs a student, I've had my fair share of making mistakes and being criticized by teachers. It's an inevitable part of the learning process. However, the way a teacher approaches critiquing our errors can significantly impact our motivation, self-confidence, and overall learning experience. In this essay, I'll share my thoughts on how teachers should critique students' mistakes effectively and constructively.First and foremost, I believe that teachers should create a safe and supportive learning environment. When we feel comfortable and respected, we're more likely to take risks, ask questions, and learn from our mistakes. A classroom atmosphere where students fear being ridiculed or humiliated for their errors can be detrimental to our learning. Teachers should foster a culture of mutual respect, where mistakes are seen as opportunities for growth rather than failures.One effective approach that teachers can take is to provide specific and actionable feedback. Instead of general statementslike "This is wrong," teachers should identify the specific areas that need improvement and offer concrete suggestions for correcting the mistakes. For example, in a writing assignment, a teacher could highlight a sentence with a grammatical error and provide an explanation of the correct grammar rule. This targeted feedback helps us understand our mistakes and gives us the tools to avoid making similar errors in the future.Additionally, teachers should be mindful of the tone they use when critiquing our work. A harsh or condescending tone can be demoralizing and may cause us to shut down or become defensive. Instead, teachers should adopt a constructive and encouraging tone that acknowledges our efforts while also pointing out areas for improvement. A simple phrase like "Good effort, but let's work on..." can go a long way in maintaining our motivation and self-esteem.It's also important for teachers to recognize that students have different learning styles and paces. Some of us may grasp concepts more quickly than others, and teachers should be patient and adjust their approach accordingly. When critiquing mistakes, teachers should take the time to understand our individual strengths and weaknesses, and tailor their feedback to our specific needs. This personalized approach can help us feelunderstood and supported, rather than feeling like we're just another number in the classroom.Furthermore, teachers should encourage open dialogue and create opportunities for us to ask questions and seek clarification. Making mistakes is a natural part of the learning process, and we shouldn't be afraid to raise our hands and admit when we're confused or unsure. Teachers who are approachable and willing to engage in constructive discussions can foster an environment where we feel comfortable expressing our doubts and seeking guidance.In addition to verbal feedback, teachers can also utilize various techniques to help reinforce their critiques. Visual aids, such as diagrams or examples, can be powerful tools for illustrating concepts and highlighting common mistakes. Teachers could also provide supplementary materials or resources for us to refer to for further practice and reinforcement.Another effective strategy is to encourage peer feedback and collaboration. By working together and providing constructive criticism to one another, we can learn from each other's mistakes and gain different perspectives. Teachers can facilitate group activities or peer review sessions, where we canshare our work, identify areas for improvement, and offer suggestions to our classmates.It's important to note that critiquing mistakes should not be a one-time event. Teachers should provide ongoing feedback and follow-up to ensure that we're making progress and addressing our weaknesses. Regular check-ins, progress reports, or one-on-one meetings can help us stay on track and receive the support we need to overcome our learning challenges.Moreover, teachers should recognize and celebrate our successes, no matter how small. Positive reinforcement can go a long way in boosting our confidence and motivating us to continue learning and improving. When we make progress or overcome a particular challenge, teachers should acknowledge our efforts and encourage us to build upon our achievements.Lastly, teachers should lead by example and demonstrate a willingness to learn and grow themselves. By admitting their own mistakes and showing us how they handle criticism and feedback, teachers can model the growth mindset they expect from us. This transparency and humility can help us understand that making mistakes is a natural part of the learning process, and that everyone, including our teachers, has room for improvement.In conclusion, critiquing students' mistakes is a delicate yet crucial aspect of the teaching profession. When done effectively and with care, it can foster a positive learning environment, boost our confidence, and ultimately lead to better academic outcomes. Teachers who create a safe space, provide specific and constructive feedback, recognize individual differences, encourage open dialogue, utilize various techniques, promote peer collaboration, offer ongoing support, celebrate successes, and model a growth mindset can truly make a difference in how we perceive and learn from our mistakes.。

批评学生的艺术

批评学生的艺术1.上课风都吹得倒，下课狗都撵不到。

（看到某同学上课无精打采时如此说道。

）2.翻一翻皇历，今天是不是不宜上课？(有次课是下午第一节，大家都耷拉着脑袋，昏沉沉的样子，老师如此教训。

)3.学校的饭菜不好了，养不活你了，就只有锅盔。

（某同学下课时买了个锅盔没啃完，上课忍不住又啃，被他发现。

）4.我怀疑牛顿是不是被你们气死的。

（某同学将最简单的题答错。

）5.我一直以为当老师是卖智力的，今天才知道，原来是卖体力的。

（上课时候，大家说话，他只好提高声音讲课。

）6.还没下课，就享受下课的待遇是不是？(大家在课堂上乱哄哄地讨论着。

)7.谁说你们没有毅力，还是有的，就是长期坚持上课说话。

8.放假了是不是？先警告你们不要去害别人网吧哦。

(当时网吧在严查未成年人进入。

)9.连草稿本都没有，真可怜，实在买不起就到对面银行贷款买一本。

10.还在闹，还不把力气留着等会儿去食堂抢饭吃。

11.把上次发的卷子拿出来，一般情况你们应该没有做，我对你们的懒惰程度还是相当有信心的。

12.你们就只有两个时候会叫唤：一个是交钱的时候，还有一个就是发试卷的时候。

语文老师：“要想人不知，除非己莫为，你上课走神迟早要被老师发现的。

”数学老师：“看你这样，一定是处于半弱智状态。

”外语老师：“PLEASE DON’T LOOK OUT OF THE WINDOW。

”物理老师：“这位同学，为什么窗外的景色对你有比地球还大的引力？”生物老师：“你全身的细胞一定处于活跃状态，要不然怎么话那么多。

”政治老师：“你是不是思想不健康，上课讲个没完。

”历史老师：“瞧你，上课喝水，悠闲的活像一个奴隶主。

”。

批评学生的艺术（推荐5篇）

批评学生的艺术（推荐5篇）第一篇：批评学生的艺术批评学生的艺术及时发现学生的缺点与不足，予以制止并帮助其改正，是班主任管理工作的一个必可少的环节。

但采取什么样的批评方式，才能让学生乐意接受，才能达到我们希望的教育效果，却是一门高超的艺术。

批评学生的方式主要有：1、一针见血式。

部分学生犯了错误很难自我认识，而且性情固执，不愿意认识和改正错误。

对这类学生的批评，不要含糊其辞，应把错误直截了当的指出来，使批评富于针对性，从而达到快速教育的目的。

2、启发暗示式。

对于不易接受“一针见血”式批评且缺点错误又不十分严重的学生，应该采取启发、暗示、诱导的方式，用委婉的言语达到批评的目的。

3、点到为止式。

对于自尊心很强、自觉性和悟性较高的学生，批评尽量不用激烈的言辞，也不能喋喋不休，只须指出问题，指出危害性，点到为止。

4、鼓励批评式。

对于一些心理承受能力较差的学生，一般宜通过鼓励达到批评的目的，使他们从鼓励中发现不足，看到希望，增强信心。

5、春风化雨式。

通过促膝谈心，在双向交流中，进行和风细雨式的批评。

此法回避了大庭广众面前对学生的批评，不至于产生逆反心理和对抗意识。

在谈话中，教师应表情自然、态度温和、富有人情味，应说理充分、语言确切、恰如其分，不夸张、不上纲、不讽刺、不挖苦，当然也要不护短，教育要深刻。

虽不声色俱厉，却能触及心灵。

6、幽默风趣式。

批评学生时，教师可根据具体情况用富有趣味、令人发笑而又意味深长的言语，来引发学生的深思，激发起深深的内疚和进取的驱动力。

在轻松的气氛或笑声中，从幽默含蓄的批评中，让学生知错明理、自我谴责。

当然，幽默含蓄不等于讽刺挖苦，应该让学生在幽默的交谈中体验到教师的爱。

第二篇：艺术批评浅谈对艺术批评的理解李智摘要：长期以来艺术批评同艺术史及艺术理论共同发展,然而艺术批评的意图一直被质问,通过从艺术发展的本身出发,阐释了艺术批评在理想状态下所应当起到的作用。

关键字艺术批评原则艺术性科学性艺术批评的对象包括一切艺术现象，诸如艺术作品、艺术运动、艺术思潮、艺术流派、艺术风格、艺术家的创作以及艺术批评本身等。

英语教师的批评艺术

英语教师的批评艺术摘要：人的一生，可谓批评无数。

但并不是每个英语教师都能掌握好批评这个武器。

文章主要从六个方面谈谈英语教师的批评艺术。

关键词：批评的六要六不要；批评艺术；英语教学人的一生，可谓批评无数。

批评的正确目的几乎人人都很清楚，那就是帮助他人进步。

但每个英语教师在对学生进行批评之时，其方式、方法究竟如何？所取得的效果是不是最佳、最优？我相信，不一定每个人都能圆满回答。

面对学生的缺点、错误，一些老师常采取尖刻的数落、粗暴的训斥和恶意的挖苦，结果导致学生对老师产生恐惧、反感、憎恨以致成绩下降、伤害学生的自尊心、破坏师生之间的良好感情或造成意想不到的的后果。

由此可见批评既是一种武器，又是一门艺术。

作为英语教师，只有巧妙地运用批评，才能洞开学生紧闭、多变的心扉，使之幡然醒悟，使之改过自新。

下面从六个方面谈谈英语教师的批评艺术：一、要情理相融不要重情薄理批评学生最应该注意的是情理高度统一。

如果感情驾驭了理智，批评就失去了力度。

一次上课，有学生讲话并做小动作。

我狠狠地训斥了他一顿，他当时的脸上写满了生气，嘴里还在嘀咕着什么，对我怀恨在心。

下课后，我将他叫到办公室，问他，“你上课不认真听讲我不管，学校会不会扣我的工资？”他回答：“不会。

”“你上课不认真，我批评你，你跟我顶嘴，我生气还要死很多细胞，我不管你岂不是更舒服？对我又没有损害，我何苦要让你恨我批评你呢？你说为什么？”他连忙答：“是为了我好。

”这种情理相融的对话自然很快就消除了学生的抵触。

因此，老师批评学生时，一定要因人因事，一人一事，一人一理，一事一教，以情晓理，以情喻理，情理并重，情理相融；决不能简单、粗暴地训斥，甚至变相体罚，尽管有时能产生暂时效应，却造成了学生对老师的信任危机。

二、要刚柔相济不要顾此失彼中学生的心理和生理都处于生长发育的关键时期，其个性品质尚未成熟和定型，有很强的可塑性。

因此，老师的批评就必须把握分寸，以利于学生个性的健康发展。

批评学生的艺术

批评学生的艺术
尊敬的各位评委、领导、老师们：
大家好，我今天即兴演讲的题目是《批评学生的艺术》。

2014年我通过了农村义务教师公开招聘，实现了儿时的理想，成为了一名小学教师。

对于不是师范专业毕业的我来说，这无疑是巨大的挑战。

那时学校安排我担任三年级语文兼班主任工作，还没走进教室就听到从教室传来的吵闹声，我顿时火冒三丈。

我推开门看见一个男生站在桌子上大声吆喝，像极了社会上的青年。

我马上就把那个孩子批评了一顿，也没顾及那个孩子的面子，出了我心里的火。

接下来，那个孩子天天不写作业，什么事都跟我对着干，我看他越发的不顺眼。

其实，是我批评孩子的时候没有顾及他的自尊心。

俗话说，批评不仅是一种武器,更是一门艺术。

对于那天的事我也很后悔，我去请教上一任班主任，原来他是一个特别喜欢老师关注的学生，爸爸妈妈也离婚了跟着年迈的奶奶一起生活。

我决心给他更多的爱和帮助，让他不再掩饰自己的自卑，变得阳光快乐。

在学习上，我经常鼓励他；生活中，我经常找他谈心，及时了解他心里的想法。

慢慢的，这个孩子跟我成了无话不说的好朋友。

我们要细心品读孩子，赏识每一位学生身上的优点与问题，用心观察学生身上的微妙变化，耐心引导学生发扬优点，纠正缺点；化粗暴的批评斥责为关爱与信任，如同和煦的春风，无声地拂过学生的心灵，一步一步的感化他们的心灵，充分挖掘每个孩子身上的闪光点，
激励孩子持续的学习，创造，发展，让小草和大树同享阳光与雨露。

涓渭细流润心田——浅谈批评学生的艺术

在英语课堂上学习英语，而在现实生活中缺少语言交际的环境和场所从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。交际能力是指在真实的情境中运用语青进行听说读写、交流信息和思想感情的能力。在高中英语的教学中，英语教师要努力创设和提供一定的情境操练的机会，尽可能地将真实的生活情境搬进课堂，注意在教育教学中为学生创设语言交际的环境与氛围。所以，可尝试着将课开始教师问、学生答的Ｆｒｅｅｔａｌｋ模式改为放手让学生互相问答、自由对话。比如可以先由值日生开始提问，然后接龙式地既答又问，一个一个进行下去。发问的学生可以随意挑选对象提任何问题，这样听者、说者位置频频交换，学生始终处于一种积极的主动接受和传递信息的状态之中。３．情景式教学情景式教学最大的优点，就足将死的课本变为活的场景，让学生变被动为主动，通过表演、对话等方式直接参与到教学中，既丰富了课堂，让学生体验到学生的乐趣，又可以增强学生的知识理解能力，培养学生的英语运用能力。最新改版的初中英语新教材的内容大都是真实的、自然的交际情景，非常适合进行情景教学。如在教授初二上册第一课《ＦｅｅｌｉｎｇＨｑｐｐｙ｝时，在教学生熟悉相关英语单词后，我便让不同的同学分别扮演课文中的三位主人公，进行对话，还要求他们加入想象的场景、动作和语言，利用真实的情景激发学生的学生兴趣，加深学

教育批评的艺术

新教师教学教育研究师教的累，学生学的也累，很快学生就对英语学习失去兴趣，这就导致课堂教学学生注意力不集中，打瞌睡等问题，使教学效率低下。

新课改提出要培养学生的学习兴趣，运用多元化教学方式方法给学生创设生动有趣的英语学习课堂氛围，激发学生的学习积极性。

4.重视英语知识讲解，忽视实践引导的重要性只会写不会说是当前初中英语教学出现的比较严重的问题，课堂引导实践效率低。

学生为了考试拼命学，最后却一句完整的英文也表达不出来，这是现在的初中英语教学工作所体现的可悲之处。

因此，教师必须从英语教学的听、说、读、写各个方面对学生进行英语学习能力的培养和锻炼，提高学生的英语知识实践性，提高学生的表达能力。

四、结语“应试教育”一味给学生灌输学分制评价方式，学生成了考试学分的奴隶。

题海战术也罢，不断背记单词也好，都有一个最终目的，就是提高成绩。

为此赴汤蹈火，这就充分体现我国初中教学评价方式的片面性，而至今这个问题也未能得到彻底解决。

这恰恰提醒我们，在培养学生提高学习成绩的同时，要更加重视学生实践表达能力的培养和提高，教他们做一个全面发展的人。

参考文献[1]陈晓莉.新课改下初中英语教学存在的问题与对策[J].考试周刊，2015，（63）：89-89.[2]杨金花.新课改下农村初中英语教学中存在的问题及对策[J].学周刊C 版，2014，（4）：73-73.作者简介：贾艳萍，性别：女，出生年月：1982.2.籍贯：甘肃成县，工作单位：成县二中，研究方向：初中英语，学历：本科，职称：中学二级教师。

没有批评的教育是不完整的教育，学生是受教育者，在接受教育的过程中，有些学生会偏离我们教育的方向，做为教育者，要及时教育学生，让学生意识到自己的错误，引导学生自觉地改正错误。

但学生是一群未成年的孩子，而且每个人都有不同的个性特点，要让学生接受批评，就要讲究批评的艺术。

陶行知“四颗糖果”的故事，为教育工作者所推崇，可见陶先生批评的艺术的高明。

批评学生的艺术

2.1全面了解犯错的学生：批评必须实事求是，对症下药，这样才能使学生心服口服，有利于学生认识和改正错误，这就需要教师弄清错误事实，不能仅凭表面现象和片面之辞枉下结论。

这样的批评可能带来严重的后果，记得我小时候，一次，早晨上山打柴，摔了几跤，结果迟到了，被正在上课的老师不问青红皂白的赶出了教室，我一气之下背着书包回家打算辍学，要不是校长及时到我家做我和父母的思想工作，我现在很可能是一位大山里的农民。

由于老师不明真相、不了解事实就严厉的批评学生，导致了严重后果的例子不胜枚举。

2.2恰当地选择批评的方式、方法和场合：由于学生的家庭、个人情况各不相同，学生犯错的原因也大相径庭，所以，采取批评的方法也应因人、因事而宜，正所谓一把钥匙开一把锁。

对待犯错的学生要以说服为主，攻心为上”要达到教育效果，我们不妨把批评化作暖流，选择批评的场合，心里避免在公开场合下批评学生，更不能当众揭短，使犯错的学生无地自容，产生逆反心理，不接受批评，由此可见，教师批评学生一定要讲究方式方法和场合。

22 1个别批评：这种批评方法是采取单独谈话的方法进行。

这也是教师最常用、最行之有效的一种方法。

这种方法有利于师生之间的情感交流，而且学生易于接受。

特别是自尊心强、性格内向的学生，更应采用这种方法。

2.2.2当众批评：这种批评方法适用于犯错的性质比较严重、影响范围大，并带有共性的问题。

这种方法威力较大，不仅能使当事人受到深刻教育，对其他学生也起到了敲响警钟的作用。

这种方法除了犯错的问题严重或那些屡教不改的学生外，一般不宜采用。

22 3商讨式批评：这种批评是带有商量讨论性质的，用温和的口气进行的批评。

这种方法适用于脾气暴躁、个性和对抗性很强的学生。

此方法可以造成一种商讨式气氛，逐步地引导犯错的学生认识自己的错误，消除对抗心理，使之能虚心地接受批评，改正错误。

2.2.4即时式或延时式批评：即时工期或延时式也称热处理或冷处理，采用这种方法要根据错误的性质，犯错学生当时的情绪和学生的性格而定。

批评学生的艺术

批评学生的艺术艺术是一种伟大的创造性表达方式，无论是绘画、音乐、电影等，都需要一定的技巧和灵感，来展现出自己的个性和思想。

然而，在学生的艺术中，存在一些问题需要被批评和改善。

本文将从几个角度批评学生的艺术作品，并提出一些改进的建议。

首先是技巧问题。

许多学生在创作时缺乏对基本技巧的掌握，导致作品缺乏立体感、透视感、色彩感等要素。

例如，绘画作品中的线条粗细不一、颜色不协调、构图混乱等等，影响了作品的整体感受。

音乐作品中也存在类似的问题，例如音乐节奏不齐、音高错误、旋律单调等，这些问题都需要学生认真学习和练习。

接着是创意问题。

学生的创意可能缺乏新颖性和深度，作品显得过于平庸和缺乏思想。

在音乐作品中，可能缺乏独特的风格和个性，缺乏独特的主题和情感，作品难以留下深刻的印象。

在绘画作品中，可能过于追求表面的美感，而忽略了作品内在的思想和创新，这也是需要改善的地方。

再者是审美问题。

艺术作品需要精细的审美力量，但是许多学生缺乏对艺术的体验和感知优美的能力，导致作品过于平淡。

这些问题可能与艺术氛围和教育环境有关，学生可能缺少对美的敏感性，因此需要在教育和环境方面加以改进。

最后是耐心问题。

学生在创作艺术作品时，可能会遇到许多困难和烦恼，耐心会变得缺乏。

这样的困难来源于技巧和创意的不足，也可能是来自于学生的意志力不强。

在这种情况下，学生需要学习如何调整心态、保持信心、努力奋斗，同时需要教师和家长的耐心指导和支持。

为了改善学生的艺术作品，教师和家长应该从多个方面进行指导和扶持。

首先，教师需要培养学生对基本技巧的掌握，教授他们如何在作品中使用透视、立体感和色彩感等要素。

同时，教师应该鼓励学生充分发挥自己的创意，探索新的思想和主题。

在此过程中，教师应该向学生介绍一些艺术大师和他们的作品，帮助学生从众多艺术品中获取创意和灵感。

不仅如此，家长也应该多关注学生的艺术创作，帮助他们认识艺术的价值和意义。

家长可以带学生去博物馆或音乐厅，让他们接触到更多的艺术品和艺术家，从而提高他们的艺术欣赏力和审美能力。

批判学生唱歌英文作文

批判学生唱歌英文作文英文：As a teacher, I have noticed that many students have a strong desire to sing English songs. However, I have also noticed that many of them struggle with the pronunciation and rhythm of the lyrics. In my opinion, it is important for students to learn how to sing English songs correctly, as it can improve their overall English language skills. However, I also believe that it is important for teachers to provide guidance and support to their students in this area.One common mistake that students make when singing English songs is mispronouncing words. For example, many students have difficulty with the "th" sound, which can lead to confusion when singing songs with words like "think" or "thought". Another common mistake is not paying attention to the rhythm of the lyrics. This can make it difficult for students to keep up with the song and canalso make it sound awkward.To help students improve their singing skills, Ibelieve that it is important to provide them with opportunities to practice. For example, teachers could assign English songs for students to practice at home and then have them perform in class. Additionally, teachers could provide feedback and corrections to students' pronunciation and rhythm during these performances.中文：作为一名教师，我注意到许多学生都有强烈的欲望唱英文歌曲。

批判学生唱歌英文作文

批判学生唱歌英文作文As a student, I think it's important to be critical when it comes to singing in English. Many students may not take it seriously and just sing without paying attention to pronunciation or the meaning of the lyrics. This can lead to a lack of understanding and appreciation for the language and the culture it represents.When students sing in English, they should make an effort to understand the meaning behind the lyrics. It's not just about hitting the right notes, but also about conveying the emotions and messages that the song is trying to express. Without this understanding, the singing becomes shallow and lacks authenticity.Another issue is pronunciation. Many students struggle with pronouncing English words correctly, which can make their singing sound awkward and unnatural. It's important for students to practice their pronunciation and pay attention to the nuances of the language in order toimprove their singing skills.Furthermore, students should also be mindful of the cultural context of the songs they are singing. English-language songs often carry cultural references and nuances that may not be immediately obvious to non-native speakers. Taking the time to understand these cultural elements can greatly enhance the singing performance and show respectfor the language and its origins.In addition, it's important for students to seek feedback and guidance from teachers or experienced singers. Constructive criticism can help students identify their weaknesses and work on improving them. It's important to be open to feedback and willing to put in the effort to grow as a singer.Overall, singing in English as a student is not just about hitting the right notes, but also about understanding the language, its cultural context, and conveying the emotions and messages of the songs. It's important to becritical of our own singing and constantly strive to improve and grow as performers.。

老师批评学生英语作文

老师批评学生英语作文英文回答：In the hallowed halls of academia, where knowledge resides and minds are shaped, a pivotal moment unfolded, one that would forever etch itself into the psyche of a promising young student. As she sat at her desk, eagerly absorbing the teachings of her esteemed mentor, a sudden silence enveloped the room. Her heart skipped a beat as she realized the weight of her teacher's gaze upon her.With a piercing stare that could send shivers down the spine of even the most seasoned orator, the teacher addressed her by name. A wave of trepidation washed over her as she awaited the inevitable criticism. Yet, to her astonishment, the words that followed were not harsh reprimands but a profound lesson that would resonate with her long after the bell rang."My dear pupil," the teacher began, her voice resonatingwith a blend of authority and compassion, "you possess a keen intellect and a thirst for knowledge that is truly admirable. However, it is in your eagerness to grasp the complexities of our subject that you have stumbled upon a common pitfall."The student's eyes widened as she listened intently, her mind grappling with the implications of her teacher's words. "You see," the teacher continued, "true understanding is not merely the accumulation of facts and figures. It is the ability to discern the underlying patterns, to connect disparate pieces of information into a cohesive whole."As the teacher's words sank in, a profound realization dawned upon the student. She had been so engrossed in memorizing the details of her studies that she had neglected the broader perspective. It was like trying to appreciate a masterpiece by focusing solely on its individual brushstrokes, missing the awe-inspiring beauty of the entire composition."To truly excel in your academic pursuits," the teacher advised, "you must develop the capacity to think critically and creatively. Question the assumptions, challenge the established norms, and dare to venture beyond the confines of your textbooks."With newfound determination, the student nodded, her spirit ignited by the wisdom imparted by her teacher. From that day forward, she approached her studies with a renewed vigor, recognizing that true learning extended far beyond the pages of her books.中文回答：在知识殿堂的圣洁大厅里，一个至关重要的时刻来临了，它将永远铭刻在一位充满希望的年轻学生的心灵之中。

对学生犯错误,教师如何批评的英语作文

对学生犯错误,教师如何批评的英语作文The Art of Criticism: How Teachers Should Handle Student MistakesIn the educational landscape, student mistakes are inevitable. How teachers respond to these errors can significantly impact a student's learning journey. Constructive criticism is key, as it encourages growth without crushing self-esteem.Firstly, teachers should approach mistakes as learning opportunities. Instead of focusing solely on the error, they should highlight the lesson within. This shift in perspective helps students see failures as stepping stones to success.Secondly, criticism should be specific and solution-oriented. Vague or general comments like "you're not trying hard enough" are unhelpful and can demotivate students. Instead, teachers should pinpoint the exact issue and suggest ways to improve.Moreover, teachers should deliver criticism in a respectful and empathetic manner. Using a supportive tone and avoiding public humiliation are crucial. Students are more likely to accept and act on feedback when it's presented in a non-threatening way.In conclusion, effective criticism in education is a balance between being firm and fostering a positive learning environment. By approaching mistakesas teachable moments, offering specific guidance, and maintaining empathy, teachers can help students learn from their errors and move forward confidently.教师如何批评学生错误的中文翻译批评的艺术：教师应如何应对学生错误在教育领域，学生犯错误是不可避免的。

初中英语作业评语要讲究艺术性

初中英语作业评语要讲究艺术性作业批改更是优化课堂教学的重要环节。

它是教师在课后与学生进行信息和情感的交流的有效方式。

学生从教师的评语中可以知道老师对自己的认可程度，还可以了解自己对所学知识和掌握程度。

因此，作为英语老师，我们一定要高度重视英语作业的批改及评语。

一、适量作业，恰当评语，给予学生成就感。

紧扣所学内容，少而精，针对性比较强的随堂作业，可以让学生对所学知识及时掌握和巩固。

并且学生可以通过作业来自我检测，看自己有没有消化当堂内容，准确率较高的同学会感觉自己本节课学到了很多东西，很有成就感，错误稍多的同学也能及时发现自己的不足；老师可以从学生的作业中发现问题，及时在下一堂课进行补缺补差。

老师批改作业不能只是简单的对错号，更不能是粗暴的一个整面的大叉号，容易让学生产生逆反心理。

要让他们知道老师是在认真对待他们的劳动，学生都有自己的思维，当他们看到老师如此辛苦的对待自己的“涂鸦”，下次他就会认真许多。

对一直表现很好，偶尔出现异常情况的同学要试着在评语中给他一个暗示；老师已经注意你了，下次注意；或是以聊天的方式询问是不是事出有因。

苏霍姆林斯基曾说：“成功的欢乐是一种巨大的情绪力量，是继续学习的一种动力。

”每一个学生都渴望自己的学习成果得到肯定和赞扬。

用”Good!”,“Great!”,”Wonderful!”,”Excellent!”,”Perfect!”,”How clever you are!”,”Your work isquite good!”,”I am very proud of you!”等这些简单的褒义词和短句来表达对优秀地完成作业的学生的赞扬，能起到积极的推动作用，作业批改有利于帮助学生克服惰性，最大限度地调动学生内驱力，激发兴趣，不断进取；而批改本身就能针对其个人情况，给予热情的鼓励，提出善意的忠告。

二、针对作业，针对学生，突出评语特征。

1、评语要突出情感。

、作业评语是一门艺术。

批评学生的英语作文

批评学生的英语作文Criticizing students' English compositions can be a delicate task. 批评学生的英语作文可能是一项微妙的任务。

It requires a balance between constructive feedback and maintaining a respectful tone. 这需要在提供建设性反馈的同时，保持尊重的语气。

One should focus on the content, grammar, and organization of the essay. 教师应该关注作文的内容、语法和组织结构。

Pointing out specific examples of strengths and weaknesses can be helpful. 指出具体的优点和缺点会很有帮助。

Remember to encourage students to improve, rather than just pointing out mistakes. 要记得鼓励学生进步，而不仅仅是指出错误。

Encourage them to use a variety of sentence structures and vocabulary. 鼓励他们使用多种句子结构和词汇。

Avoid being overly critical or personal in your feedback. 在反馈时避免过于批评或带有个人情绪。

Remember that the goal is to help students learn and grow. 记住，目标是帮助学生学习和成长。

Offer suggestions for improvement and constructive criticism. 提供改进建议和建设性批评。

Encourage students to revise and refine their work. 鼓励学生修改和完善他们的作品。

英语(心得)之英语教学中的批语艺术

英语论文之英语教学中的批语艺术林肯说过：“人人都喜欢表扬，人类本质中最殷切的需要是渴望被表扬。

”但这里边我却要谈谈批评，因为它是一门学问，一种方法，也是一门艺术。

英语教师要做好学生思想工作，调动学生的积极性，提高教育教学质量，就离不开行之有效的批评方法。

那么，如何将批评艺术落实到实处，且效果甚佳。

在此，笔者谈几点粗浅的看法。

一、动之以情的批评这是一种寓情于理，以情动人的批评方法，教师在批评犯错误的学生时要诚心诚意。

平等待人，不要居高临下，盛气凌人，要以关怀和爱护学生的思想感情去感染受批评学生，激起他们思想上的共鸣，化消极因素为积极因素。

为了提高批评的有效性，教师对犯错误的学生既要晓之以理，以理说服，更要动以情，利用感情的感染力量，激起学生思想上的共振。

促使犯错误的学生乐意接受批评，自觉改正错误。

二、一分为二的批评批评犯错误的学生时应坚持马克思主义的辨证分析方法，一分为二，有批评有表扬，力求全面评价，既要看到犯错误学生的缺点，又要看到其身上的优点，肯定其优点，批评其缺点，利用其思想的积极方面，战胜消极方面，促其实现思想矛盾的正确自我否定，若一味批评其缺点面对其优点避而不谈，就会使学生感到委屈。

产生抵触情绪，从而影响批评的效果。

三、实事求是的批评从学生所犯错误的客观事实出发“对症下药”。

首先，教师要进行调查研究，弄清学生所犯错误的客观事实，没有调查就没有发言权。

如果凭主观臆断，听风便是雨，对学生胡乱批评一通，就必然产生负面效应。

其实，即使已经掌握了学生所犯错误的事实，最好还要进一步核实准确，做到一是一，二是二，不夸大也不缩小，准确地指出学生的错误，使学生敢于承认并愿意改正自己的错误。

四、直截了当的批评教师在批评犯错误的学生时不转弯抹角，而是直接触及错误问题。

这种方法主要用于以下情况：一是学生所犯错误较为严重，如不及时指出其严重性和危害性，将对学生本人、班级及学校造成严重影响。

二是优秀学生及班干部有错误缺点，对他们严格要求，开诚布公地指出其不足，他们易于接受，不会产生不良情绪，反而能激励他们争取更大进步。

批评学生的艺术.

批评学生的艺术【摘要】“没有批评的教育是不完整的教育”，教师要明确批评学生的目的，视批评为学生成长中的一剂良药。

在批评前教师要做好如下准备：全面了解学生；弄清错误倾向；恰当地选择批评的方式、方法和场合：①当众批评；②个别批评；③含蓄式批评；④商讨式批评；⑤即时式或延时式批评；⑥幽默诙谐式批评。

在批评中，教师还要讲究艺术，一般方法有：先表扬后批评；晓之以理，动之以情；刚柔相济，把握火候；要注意犯错学生的情感变化，批评要适时适度；要注意批评语言的艺术。

【关键词】对症下药;讲究艺术;忠言顺耳【Abstract】“The criticism education has not been the incomplete education”, the teacher must explicitly criticize student’s goal, regards the criticism to grow a medicinal preparation good medicine into the student. The teacher must prepare for following before the criticism: Comprehensively understands the student; Clarifies the wrong tendency; Appropriately chooses the criticism the way, the method and the situation:①Criticizes in the presence of the everyone;②Individual criticism;③Contains the type criticism;④Discusses the type criticism;⑤Namely the stylish or extends the stylishcriticism;⑥Humorous humorous criticism. In the criticism, theteacher also wants to be fastidious art, the general method includes: After first praises criticizes; Educates with reason, moves it by the sentiment; Hard and soft aids, grasps the duration and degree of cooking; Must pay attention violates the wrong student’s emotion change, the criticism must at the right moment be moderate; Must pay attention to the criticism language art.【Key words】Acts appropriately to the situation; Is fastidious art; The honest talk is pleasing to the ear学生在成长过程中，不但需及时表扬，也需要及时批评，“没有批评的教育是不完整的教育”。

批评学生的艺术

批评学生的艺术批评是指对某人或某事进行评论和指责。

在教育领域中，批评学生是老师对学生进行纠正、评价和指导的重要手段之一。

批评不仅是教学过程中必不可少的一环，更是教育学生的一种重要方法。

在批评学生的艺术中，老师需要谨慎选择方式和方法，以达到良好的教育效果，激励学生进步成长。

批评学生的艺术在于善于观察和评价学生的学习情况。

在教学过程中，老师需要对学生的学习情况有一个清晰的认识和了解，包括学生的学习态度、学习动力、学习方法等。

只有深入了解学生的学习情况，才能有针对性地进行批评和指导。

而对于不同的学生，老师也需要有不同的批评方式和方法，因材施教，做到言之有物，才能让学生听得进去，接受批评，从而取得教育效果。

批评学生的艺术在于善于发现和指出学生的问题。

每个学生都会有各自的学习问题和困难，老师需要善于发现学生的问题，并及时给予批评和指导。

但是在批评学生的过程中，老师需要注重方法和方式，既要果断地指出问题所在，又要注重方式方法，避免伤害学生的自尊心和自信心。

在批评学生的时候，可以采用“三益法”，即一方面指出学生存在的问题，另一方面给予学生积极的鼓励和帮助，最终达到教育的效果。

批评学生的艺术在于善于指导学生改进和提升。

批评不仅仅是纠正学生错误，更是指导学生如何改进和提升。

在批评学生的过程中，老师需要理性、客观地指出学生存在的问题，同时给予学生具体的改进意见和方法。

只有在指导学生改进和提升的过程中，才能真正取得批评的效果，让学生受益匪浅，进步成长。

批评学生的艺术在于善于倾听学生的声音和意见。

教育是一种双向的交流过程，老师需要善于倾听学生的声音和意见，了解学生的内心世界和需求，从而更贴切地进行指导和批评。

在批评学生的过程中，老师需要善于与学生进行交流和沟通，倾听学生对于教育和批评的看法和建议，从而更好地指导和帮助学生成长。

[初二英语]批评学生的艺术

对学生犯错误,教师如何批评的英语作文

批评学生的艺术

批评学生的艺术（推荐5篇）

英语教师的批评艺术

批评学生的艺术

涓渭细流润心田——浅谈批评学生的艺术

教育批评的艺术

批评学生的艺术

批评学生的艺术

批判学生唱歌英文作文

批判学生唱歌英文作文

老师批评学生 英语作文

对学生犯错误,教师如何批评的英语作文

初中英语作业评语要讲究艺术性

批评学生的英语作文

英语(心得)之英语教学中的批语艺术

批评学生的艺术.

批评学生的艺术

老师批评学生英语作文