在新一轮课改下,教育的培养目标己由单纯获取知识,转变为素质的全面提高,人的情感、态度、体验与价值取向也日渐上升为重要的教育目标。然而,当前对学生学习质量的评价还普遍沿袭着以教师为中心、以知识为本位的陈规陋习,传统的百分制学习成绩考试命题和评价体系遇到了前所未有的困难。这种评价不仅削弱了对课堂教学改革的导向与激励,使教师的“教”与学生的“学”得不到矫正性的信息反馈,甚至还异化为教学改革的严重 Under the new round of curriculum reform, the goal of education has been to simply acquire knowledge and transform it into an all-round improvement of quality. Human emotions, attitudes, experience and value orientation are also rising as important educational goals. However, the current evaluation of students’ learning quality generally follows the teacher-centered, knowledge-based stereotypes, and the traditional system of hundred-year academic achievement test proposition and evaluation system has encountered unprecedented difficulties. This evaluation not only weakens the guidance and incentives for classroom teaching reform, but also makes teachers’ “teaching” and students’ “learning” not get corrective information feedback, and even alienates them into serious teaching reforms.