评价是为目标服务的。对学生数学学习的评价,应始终着意《全日制义务教育数学课程标准(实验稿)》,从知识与技能、数学思考、解决问题、情感与态度四个方面所没计的学段目标出发,勿忘“义务教育阶段的数学课程,其基本出发点是促进学生全面、持续、和谐地发展”。心有目标,才有方向,才有符合日标要求的有意义的行为。着意目标的恰当评价,会 The evaluation serves the goal. The assessment of students’ mathematics learning should always focus on the “Mathematics Course Standard (Experimental Draft) for Full-time Compulsory Education”, starting from the academic goals that are not counted in terms of knowledge and skills, mathematical thinking, problem solving, emotion and attitude. Do not forget that “the basic point of the mathematics curriculum in compulsory education is to promote students to develop in a comprehensive, sustained and harmonious manner.” Only when there is a goal and a goal, can there be meaningful behavior that meets the requirements of the Japanese standard. Appropriate evaluation of the goal, will