学生学习成绩的评价是教育教学改革的难点之一,理论界争论的焦点主要集中在“过程与结果”“等级与分数”“定性与定量”“内容与形式”四个方面。在实际操作中,传统的小学生数学学习评价,侧重知识的积累和模仿性的应用,并且主要以书面试卷检测中的分数来体现。这种评价的片面性在于重知识、轻能力(尤其是创新能力),重结果、轻过程,重检测、轻激励,形式单一、内容呆板,带来不少负面影响。本次课程改革,《全日制义务教育数学课程标准(实验稿)》 The evaluation of students’ academic performance is one of the difficulties in the reform of education and teaching. The arguments of theorists mainly focus on the content and form of “process and result” “rank and score ” “qualitative and quantitative ” Four aspects. In practice, the traditional evaluation of primary school students’ mathematics learning focuses on the accumulation of knowledge and the application of imitation, and is mainly reflected in the scores of written examination papers. The one-sidedness of this evaluation is that it has many negative effects, such as heavy knowledge, light ability (especially innovative ability), heavy result, light process, heavy test, mild motivation, simple form and rigid content. This course reform, “full-time compulsory education mathematics curriculum standards (experimental draft)”