随着教育深化改革新课程的推进,以往传统的美术评价在美术教学中已不适应现代的美术教育。许多学生对于老师呆板笼统的“优、良、合格”评价丝毫没有感觉,或者会影响到学生的学习积极性,他们更期望得到老师的个性化点评及对自己的认同。一些教师认为美术教学评价就是教师评价,课堂上,学生作业刚完成,教师就凭主观意识给出一个等级,评上好的固然高兴,但不知好在哪里,评上差的心里难过,也不知差在何处……导致学生未能及时掌握学习信息,抑制了学生的美术学习积极性,长此以往,则造成迷惑厌学情绪。那么怎样才能让学生在评价中得到激励,真正使学生愿学、爱学、想学、学得好。一、教学思想的转变思想是行动的指南,在传统的教学模式下,我们经常把自 With the deepening reform of education in the new curriculum, the traditional evaluation of art in art teaching has not adapted to modern art education. Many students have no feeling for teachers ’generalized evaluation of “excellent, good and qualified”, or they may affect students’ enthusiasm for learning. They also expect to receive teacher’s personalized comments and self-identification. Some teachers think that the art teaching evaluation is the teacher’s evaluation. In class, when the student’s homework has just finished, the teacher gives a grade based on the subjective consciousness. Although the evaluation is good, he is happy, but he does not know where it is, Poor where ... ... leading to students fail to grasp the learning information in a timely manner, inhibit the enthusiasm of students in art learning, the long run, then confused weariness emotional. So how can we let students be encouraged in the evaluation, the students really want to learn, love learning, want to learn, learn well. First, the transformation of teaching ideas is the guide to action, in the traditional teaching mode, we often put the self