课堂教学评价作为教育研究的一个重要领域,一直受到教育决策者、研究者和广大教师的关注。受应试教育的影响,以往的课堂教学评价将评价与考试等同,过分重视甄别和选拔,简单地给教师和学生贴上标签。这种以结果作为唯一指标的评价方式,重知识、重结果、重量评、重选拔,而忽视了对教师和学生多方面的评价,不利于提高积极性。其所暴露出的弊端,已引起社会各界 As an important area of ​​education research, classroom teaching evaluation has always been the focus of education policy makers, researchers and teachers. Influenced by the exam-oriented education, the previous classroom teaching evaluation equates evaluation with examinations, places undue emphasis on screening and selection, and simply labels teachers and students. This kind of evaluation method based on the result as the sole indicator, emphasizes knowledge, results, weight, and re-selection, while ignoring the evaluation of teachers and students in many aspects is not conducive to improving the enthusiasm. The drawbacks exposed by it have caused all sectors of society