摘要：随着新课程改革的逐步开展，对学生的评价改革成为了其中的一个非常重要的课题。我国传统的学生评价存在各种弊端，而发展性学生评价在统整的建构主义、多元智力理论与成功智力学说的综合等理论的支持下，在国外和我国初中历史课程改革中已经开展并取得一些成功，却由于各种原因未在高中全面铺开。
我希望通过在高中历史教学中展开发展性学生评价的实验研究，解决发展性学生评价在具体操作中遇到的三大难题：如何真正将质性与量性评价相结合，并具有可操作性；如何突破初中原有评价体系，改进其中不适于高中新课改要求的评价指标；如何在具体操作中减轻教师、学生负担，从而促进学生全面和谐的发展。为此，我在高中历史教学中，通过实验研究、调查法、跟踪统计法、比较归因法等研究方法，在诊断性评价、形成性评价、终结性评价中展开研究。
在实施诊断性评价时，我设计了《学生历史学习情况调查问卷》等。为此可以为教学提供设计依据、诊断个别学生在发展中的特殊障碍以采取相关补救措施等。
在实施形成性评价时，我从“学生整理、归纳知识能力的评价”等方面去进行，并设计了《学生课堂表现评价表》等十多个评价工具和方法。为此可以使学生明确今后如何学和使教师明确今后怎样教。
在实施终结性评价时，我注重在讲评试卷中进行发展性评价、个体内差异评价等方式。为此可以把握学生群体或每个学生整体的发展水平，为评优、选拔提供参考依据；也可以把握学生掌握知识、技能的程度和能力发展水平，为教师和学生确定后续教学起点提供依据。
通过一年的实验研究，结果显示：实验在提高学生“知识与能力”、“过程与方法”、“情感态度与价值观”等方面取得较明显成效。在实际操作中能真正将质性与量性评价相结合，能制定符合高中历史新课改要求的评价指标；在具体操作中减轻教师、学生负担。因而本评价体系具有可操作性、实用性、发展性的特点。
关键词 新课程改革，发展性学生评价，评价表
The Experiment Research of Development Evaluation toward Students in the History Teaching of Senior High School
Abstract ：As the graduate development of the new course reformation,evaluation reformation towards students has become a very importance task.Traditional students’evaluation exsits some disadvantages. Development evaluation towards students is supported by Unified Constructivisim ,Multiple Intelligence Theories and Success Intelligence Theories. It has been used in junior high school in our country and abroad.It obtained some success.However,it hasn’t completely spread in the senior high school.
I hope I can solve the three problems by the experiment research of development evaluation toward students in the history teaching of senior high school: How to connect the evaluation of quality with the evaluation of quantity and make it feasible; How to improve the evaluation system to make it suit with the New Curriculum Standard of Senior High School; How to lighten the teachers’ and students’ load and make students all-round development.For this,in my senior high school’s History tenching practice ,I try to practice development evaluation towards students in Diagnostic Evaluation,Formative Evaluation and Summastive Evaluation. The methods are:Experiment Research,Investigation method,Satistics method,Contrast Conclusion method,etc.
In Diagnostic Evaluation, I design some forms like “history learning findings paper”.The Diagnostic Evaluation can offer teaching designing foundation , and also can diagnose a few students’ special difficulties of the students’ development.
In Formative Evaluation, I design a few charts like “the evaluation forms of students’ class action” from following aspects, “ the evaluation of students arranging and conclusion ability” ,“class evaluation”.The Formative Evaluation not only makes students know how to learn, but makes teachers know how to teach in future and helps teachers finish the teaching aims.
In Summastive Evaluation, I pay attention to development evaluation during commenting on papers, and try to connect with process evaluation, ect. The Summastive Evaluation can seize not only the development level of all the students or each student, but students’ ability development levels.
After one year experiment,it consequently shows that the experiment has an obvious result in students’ improvement of “knowledge and ability”, “process and method” ,“emotion attitude and the view of value.” So this evaluation system is feasibility,practicability and development.
Keyword New Course Reformation ,Development Evaluation Towards Students, Evaluation Form.
一、 问题的提出
广州市于2004年7月在各区高中推行新课程改革，2004学年高一级的师生们成为了高中新课改的先行者。高中新课改的关键实施者---高中各年级的教师对新课改、尤其是发展性学生评价是如何认识的？学生如何看待现行传统的学生评价？经过一年的实践，高一教师有无实行发展性学生评价？我分别于2004年10月、2005年7月对广州市部分学校师生进行了调查，以下是有关调查结果与思考。
