摘要：在新课程的实施过程中，人们越来越认识到原有的教育评价体系已不能适应新课程实施与发展的要求，尤其在对学生评价时，只注重对学生知识掌握程度的评价而忽视对学生能力发展的评价。社会的发展要求教育培养出有知识、有能力、会创新、善于与人合作的高素质人才，要实现这一艰巨任务除了要更新教育理念，提高教学质量外还应该采用新的评价理念和评价方法。新课改倡导尊重学生的主体地位，注重对学生进行过程性评价和多元评价。
以往的高中课程评价片面追求升学率,纸笔测验成了唯一的评价方式，并被异化为教学的指挥棒。这种评价理念与评价状态，不仅影响了高中阶段的人才培养，也影响了小学和初中阶段的评价取向，对国家、社会及学生个人的发展都起着负面的导向作用。信息技术会考和等级考试对于规范信息技术课程教学、加快信息技术知识的普及、提升信息技术课程的地位等方面都起到了很大的作用。但由于受客观条件所限，考试题目以考查学生基本的信息技术知识和基本技能为主，对“过程与方法”、“情感态度与价值观”等方面的评价则显得苍白无力，并且所采用的量化评价手段也使其招致了诸多批评。
本文正是在新课改如火如荼实施的背景下，探讨高中信息技术课程的教学评价。本研究主要侧重于课程教学评价，即主要由教师实施的，通过收集学生各方面信息而进行的过程性评价，被评价对象主要是学生，关注学生知识、能力、态度等多个方面的发展。
本论文围绕高中信息技术课程教学评价的理论与实践展开分析：
首先，对传统的课程评价理论进行回顾，明确本论文是对高中信息技术课程教学评价的研究。信息技术课程教学评价以建构主义、多元智能理论和后现代主义为理论基础。
其次，对现有的信息技术教学评价进行反思和再认识，阐述高中信息技术课程教学评价的新理念。
再次，构建高中信息技术课程教学评价体系，阐述高中信息技术课程教学评价的评价方法、评价主体，构建科学的评价体系。
最后，通过案例分析，说明高中信息技术课程教学评价体系是可以实施的。
本论文的创新之处在于建立了科学的评价体系，通过对电子档案袋中的学生信息进行及时的分析、反馈、评价，教师可以从中了解教学目标的达成程度，以便及时调整教学策略，更好地服务于教学。
教学、学习、评价是一个完整的系统，利用评价提供的反馈信息可以不断地调整教学。本研究中，采用了学生自评、互评、教师评等多种评价方法来收集学生学习的信息，让学生了解自己的优势和不足之处，在以后的学习中可以有针对性地加以改进。教师也能够根据学生的学习状态信息来调整教学进度和教学方法，使其更能满足大多数学生的需求。
【关键词】信息技术课程 课程教学评价 电子档案袋
Abstract ：During the application of the new curriculum education, people are more and more aware of the disability of the former education system accommodating to its application and development, especially when the system points mostly on the students’ capture of the knowledge otherwise the development of ability when evaluating the students. So new evaluation concept and methods include updating the education concept and improving the quality of education, have to be introduced for the sake of knowledgeable, capable, innovative and cooperative students. And the new curriculum reform just esteems the students as the principle status, pointing on evaluating the students by processes and many aspects.
In the old days, evaluation of curriculum education were always going in for the enrollment quotas, so pen-paper tests became the only evaluation mode, and even became the guidance of teaching. This evaluation concept and methods influence not only the cultivation of students in middle school, but also the direction of the evaluation of students in junior middle and senior schools which is negative our country and even the students themselves. It plays an important roll in regularizing the information technology teaching, fastening the extension of information knowledge and improving the status of the information technology curriculum. However the test seems weak in the evaluation of the process and methods and the emotion and values because of the mostly attention on the element knowledge and technology confined to the reality. What’s more the measures for evaluation involved wind of criticism.
The article aims to discuss the evaluation of information technology education in middle schools where the curriculum reform is going on. The discussion is mainly about the evaluation by collecting students’ information in all respects, which is implemented by teachers. In addition, the evaluation cares more about students’ development of knowledge and ability.
The article is mainly about the theory and practice as follows:
First, the article reviews the conventional evaluation theory and establishes the theme of approach to education process of information technology in middle schools. The evaluation is base on the establishment and post-modern theory.
Second, the article reviews the present evaluation of information technology, and tells of the new concept of evaluation methods.
Third, the article establishes the evaluation system exposes the evaluation methods, and seeks the most scientific one.
At last, the article proves the application of the new system by some typical cases.
The innovation of this article lies in the establishment of the new system. According to the analysis, feedback and evaluation of the students’ information in electronic archives, teachers can easily keep the effect of teaching in control so as to adjust the teaching strategy.
The system includes teaching, studying and evaluation as a whole, in which the feedback by evaluation can be applied to adjust the teaching and studying. In the article, information from evaluation by students themselves and each others in addition to teachers, will help the students to understand their advantages and disadvantages which helps improve their studying in the following days. What’s more, the teachers can adjust their teaching plan and methods in order to fulfill the most students’ need.
Key words: Information Technology Curriculum; Evaluation of Curriculum Teaching; E-learning portfolio assessment
前 言
（一）问题的背景
《普通高中课程方案(实验)》中提出，要“实行学生学业成绩与成长记录相结合的综合评价方式。学校应根据目标多元、方式多样、注重过程的评价原则，综合运用观察、交流、测验、实际操作、作品展示、自评与互评等多种方式，为学生建立综合、动态的成长记录手册，全面反映学生的成长历程。教育行政部门要对高中教育质量进行监测。”这实际上是为普通高中新课程改革过程中的教学评价提出了明确的改革理念与思路，也为课程目标的改革指出了方向，即由以往的为学生的升学和就业作准备变为培养学生的基本素养和终身学习能力。
