“一切为了促进学生的发展”是新课程改革的核心理念,而课堂评价则是能否体现学生主体地位,能否发挥教师主导作用,能否促进学生主动发展的重要环节和有效手段。真诚的、恰当的、适时的、精妙的课堂评价,能充分发挥评价的激励、导向、调控功能,使学生学有动力,学有方向,学有成效。反之,则容易使学生难以明辨正误,难以触动真情,难以形成内驱,难以领悟方法。在最近的一系列听课活动中,笔者对小语课堂上呈现出的评价过程深感忧虑。一味赏识、急功近利、含糊不清、机械单调的评价在课改多年的今天仍然充斥着我们的语文课堂,给学生的健康、持续发展设下了一个又一个的“温柔陷阱”。 “Everything in order to promote the development of students ” is the core concept of the new curriculum reform, and classroom evaluation is an important part of whether students can play a dominant position, can play a leading role in teachers, can promote the initiative of students and an effective means. Sincere, appropriate, timely and exquisite classroom evaluation can give full play to the motivation, orientation and regulation of evaluation so as to make students learn motivated, learn in a good direction and learn effectively. On the contrary, it is easy to make it difficult for students to distinguish correct from wrong, difficult to touch the truth, hard to form internal drive, it is difficult to comprehend the method. In a series of recent lectures, I am deeply concerned about the evaluation process presented in the small language class. Blind appreciation, quick success, ambiguity, mechanical monotonous evaluation in the years of curriculum reform is still filled with our language classes, to students’ health and sustainable development has set one after another “gentle trap.”