基于句酷批改网的师生合作评价应用于读后续写的应用研究

Application Research on the Teacher-Student Collaborative Assessment Based on Juku Online Evaluation System in the English Continuation Writing Teaching

摘要: 本研究探讨基于句酷批改网的师生合作评价在读后续写教学中的应用。针对当前读后续写评价中教师批改压力大、评价反馈笼统，以及学生评改目标模糊、意愿弱、能力差的问题，采用了“课前机器初评 + 教师聚焦 + 对齐考点–课中师生、生生协作评改–课后自改”的师生合作评价模式。以期中考试中风救治故事的续写为例，教师依托考试要求，利用句酷批改网筛选典型样本，聚焦语法准确性、结构连贯性与内容完整性三大维度；课中教师以问题引导学生通过小组合作诊断样本问题(如急救流程缺失、人称混乱、情感表达脱节)，并修改优化；课后通过二次写作与个性化指导巩固效果。实践表明，该模式通过技术赋能减轻教师批改负担，强化学生评价主体意识，提升其语言应用能力与逻辑思维，有利于实现教学评一体化。

Abstract: This study explores the application of the teacher-student collaborative assessment model based on the Juku Online Evaluation System in the teaching of English continuation writing. In response to the current problems in the evaluation of reading and writing continuation, such as the heavy workload for teachers in correction, general feedback, and students’ vague evaluation goals, weak willingness, and poor ability, this study adopts the teacher-student collaborative assessment model of “pre-class machine initial evaluation + teacher focus + alignment with key points-in-class teacher-student and student-student collaborative evaluation and correction-post-class self-correction”. Taking the continuation of a story about wind rescue in the mid-term exam as an example, teachers rely on the examination requirements, use the Juku Correction Network to screen typical samples, and focus on three dimensions: grammatical accuracy, structural coherence, and content integrity. In class, teachers guide students in diagnosing sample problems (such as missing first aid procedures, person confusion, and disconnected emotional expression) through group cooperation and by making corrections and improvements. After class, the effect is consolidated through secondary writing and personalized guidance. The practice shows that this model reduces the burden of teachers’ correction through technology, strengthens students’ awareness of being the main body of evaluation, and improves their language application ability and logical thinking, which is conducive to the integration of teaching, learning, and evaluation.