传统的评价主要以量化为主,它把学生活生生的个性量化成一组组冷冰冰的数字,这样的评价主要以学生的学习结果为依据,方式简单、冷漠、无趣。学生从对学习的好奇、热情,慢慢变得不自信、厌学,这不是我们老师的本意。因此,以量化为手段的评价方式已经不适应现代教育教学理念。《新课程标准》对评价提出了新的理念与方法,倡导评价的主要目的是为了全面了解学生的数学学习历程,激励学生的学习和改进教师的教学。评价不仅要关注学生的学习结果,更要关 Traditional evaluation is mainly based on quantification. It quantifies students ’living personality into a group of frosty numbers. Such evaluation is mainly based on students’ learning outcomes. The evaluation is simple, indifferent and boring. Students from the curiosity of learning, enthusiasm, slowly becoming confused, tired of learning, this is not our teacher’s intention. Therefore, the method of quantification as a means of assessment has not adapted to the concept of modern education and teaching. The New Curriculum Standards put forward new ideas and methods for evaluation. The main purpose of advocacy evaluation is to fully understand students ’math learning process, encourage students to learn and improve teachers’ teaching. Evaluation should not only pay attention to students’ learning outcomes, but also to be closed