自活动单导学模式的使用以来,我们的学生一改以往“听众与观众”的姿态,课堂呈现出“我的课堂,我做主”的良好发展现象。然而,这样“生龙活虎”的、貌似积极参与的现象背后,课堂的有效性有多高;师生之间、生生之间的互动效能是多少;对课堂中学生出现的问题、回答问题的精准性、课堂收效的高低等问题,我们教师是如何评价的,学生自己又是如何评价的,我们怎样来评价这些问题……,这些都是我们必须思考的。在实践中,通过摸索,发现教师良好的专业素养是课堂评价的前提保障,诚恳的评价心态,高超的评价艺术、睿智的评价策略是实现高效课堂、师生共发展的评价导航。 Since the introduction of the activity-guided mode, our students have changed their attitude of “listeners and audiences” in the past, and the classroom shows a good development phenomenon of “My class, I am the master”. However, such “life and death”, behind the phenomenon of seemingly active participation, the effectiveness of the classroom how high; between teachers and students, how much interaction between students and students; problems of students in the classroom, to answer the precise question Nature, the level of effectiveness of the classroom and other issues, how we evaluate teachers, students themselves how to evaluate, how do we evaluate these issues ... ... These are all we have to think about. In practice, through the exploration, it is found that teachers’ good professional accomplishment is the prerequisite guarantee of classroom evaluation, sincere evaluation mentality and superb evaluation art, and the wisdom evaluation strategy is the evaluation navigation to realize efficient classroom and teachers and students altogether development.