传统的教学遵循的是“教——学——评”这样的“三部曲”。先由教师根据课标、教材、学情进行教学设计,接着开展学习活动,然后组织多种形式评价,师生评价、生生评价、同事评价等,这些评价都是在课后进行,只是作为一种反馈信息传递给执教教师。这对课堂本身并没有起到一种及时的调控与引领,评价就成了一种摆设,似有实无。评价任务是基于学习目标设立的,用来检测目标的学习活 The traditional teaching follows “trilogy” such as “teaching - learning - criticism”. Firstly, the teachers should design the teaching according to the curriculum standard, teaching materials and learning conditions, and then carry out the learning activities, and then organize various forms of evaluation, teacher-student evaluation, students’ evaluation and colleague evaluation. All these evaluations are conducted after class, The feedback information is passed to the coaching teacher. This classroom itself does not play a timely regulation and guidance, evaluation has become a kind of display, it seems real. Evaluation tasks are based on learning objectives set to detect the learning activities of the target