在深化新课程改革背景下,思想政治课程序性知识学习评价已成为需要关注和解决的重要问题。《普通高中思想政治课程标准》(实验)确立了“建立促进发展的课程评价机制”的基本理念,倡导采取多种学习评价方式,以促进学生发展和教学质量的提高。但是,在思想政治课学习评价的实践中,特别是高考选拔性评价中,依然存在重视陈述性知识评价,忽视或轻视程序性知识评价的现象。这在一定程度上,违背了新课程改革的理念与要求,背离了思想政治的课程性质,影响了课 Under the background of deepening the reform of the new curriculum, the evaluation of the sequencing knowledge learning of the ideological and political course has become an important issue that needs attention and resolution. The “General High School Ideological and Political Course Standard” (experiment) has established the basic idea of ​​“establishing a curriculum evaluation system for development” and advocated a variety of learning evaluation methods to promote the development of students and the improvement of teaching quality. However, in the practice of learning assessment of ideological and political classes, especially in the selective evaluation of college entrance examination, there still exists the phenomenon of valuing declarative knowledge, ignoring or neglecting procedural knowledge evaluation. To a certain extent, this violates the concepts and requirements of the new curriculum reform, deviates from the ideological and political curriculum, and affects the teaching