不用罰寫！自己訂正錯誤
最近看了有關罰寫的報導，大家同聲反對，但好像沒有家長或老師提出「替代」方案，如何不用「罰寫」，但學習效果會更好。
筆者高中時期，一位國文老師糾正學生錯別字，從無一字遺漏。但他不直接紅筆更正，而是在錯別字旁畫一方框，要學生自己查字典，或請教同學、老師正確答案後，再填上去；若還是錯誤，再次給另一方框，直到正確為止。讓學生自己動動手腦，這個答案也許會讓他終生難忘。
My comments: When reading students' weekly journal, I also draw a square near the wrong word and the student has to give the right word on their own.
When grading the first drafts of students' English compositions, I underline the wrong parts indicating below the types of the mistakes. For example, "sp" means "misspelling," "wt" means "wrong tense," "agm" means "agreement of the subject and verb," and so on. Based on these hints, the students need to correct the mistakes by themselves and hand in the 2nd draft. It is on the 2nd draft that I will provide them with my suggestions if there are still mistakes.
有些老師會給簡單「答案」，但要學生罰寫五至十遍，甚至百遍，更離譜的竟達千遍。這不是學習，而是變相懲罰，學生因而對老師起反感，對學科也不再感到有趣，乃至於終生討厭學習。
這個沒有「罰寫」的教學方法，引用在國中教學上，只要加一些配套方案，效果會更顯著。如任課教師可將學生分為若干學習小組，每組設一至二人為小老師，帶動共同小組討論，增加學習氣氛。
My comments: Peer correction.
如發現學生一而再訂正錯誤，老師可利用早自習、自習課，甚至下課時間，作個別指導，了解學生學習盲點。這樣會讓自己成為最忙碌的老師之一。但看著環繞自己身邊等待解答的學生，就是一種快樂；而從學生滿意地得到了答案，高興地離開，才真正體會到當老師的意義。
My comments: That's what a teacher is for.
【2010/12/16 聯合報】@ http://udn.com/
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