一、适“时”的评价写的目的有两个方面:作为语言学习的方式和语言交际的方式(王崴然,2016)。目的不同,评价的方式当然也有差异。针对前者的评价应当关注学生对语言项目的掌握与巩固,而针对后者的则应更关注交际任务的完成与得体性。在高年级的单元教学中,涉及到写的任务越来越多,甚至各个课时都能布置相应的写话任务。有的教师往往只关注学生作业中标点、语法等正 First, the appropriate “time ” evaluation The purpose of writing is twofold: as a way of language learning and language communication (Wang Weiran, 2016). Different purposes, of course, there are differences in the way of evaluation. The evaluation of the former should focus on students’ mastery and consolidation of language projects, while the latter should pay more attention to the completion and conformity of communicative tasks. In higher grade unit teaching, more and more tasks are involved in writing, and even each class hour can arrange the corresponding writing task. Some teachers tend to focus only on the punctuation, grammar and other positive student assignments