多元智力理论、建构主义理论和后现代主义理论对促进学生发展的课堂教学评价观的形成具有启发意义。现实的教育教学评价存在评价主客体单一、方式传统、内容浅显、作用甚微等不足,而发展性评价注重多元性、整体性和过程性的特点,并遵循发展性、学生为本和全面性的原则。 Multiple Intelligence Theory, Constructivism Theory and Postmodernism Theory are enlightening meanings to promote the formation of classroom teaching evaluation of students’ development. The reality of education and teaching evaluation of the existence of single subject and object, the traditional way, the content is shallow, the effect is minimal and so on, while the development of evaluation focuses on the characteristics of diversity, integrity and process, and follow the development, student-oriented and comprehensive the rules.