课堂教学的过程性评价是针对传统课堂教学评价而提出的一种新的评价思想和理念。传统的课堂教学评价注重的是学生的课堂回答与教师预设的答案吻合的程度,而对于学生在回答过程中发展,推理与创新能力的显现漠不关心。传统课堂的评价手段与方法单一,不能有效的促进学生的发展。而过程性教学评价从多元角度去考虑问题,它评价的对象是全体学生,评价的内容是多方面的,评价的标准是多重的,评价的方式是多样的,它注重评价中的互动,承认学生的个性差异,重视学生的个性发 The procedural evaluation of classroom teaching is a new evaluation idea and concept aiming at the traditional classroom teaching evaluation. The traditional classroom teaching evaluation focuses on the extent to which the students’ classroom responses match the teachers’ pre-set answers, and they are indifferent to the students’ development, reasoning and innovation ability in answering the questions. The traditional classroom evaluation methods and methods of a single, can not effectively promote the development of students. The process of teaching evaluation from a multi-angle to consider the issue, it is the object of evaluation for all students, the evaluation of the content is multi-faceted, the evaluation criteria are multiple, the evaluation of the way is diverse, it focuses on the evaluation of the interaction, recognition Students’ personality differences, emphasis on individual students hair