以课堂学习成长记录、写作成长记录、课外阅读成长记录和学生说话成长记录、学生学期语文学习成长记录作为评价的依据是我们进行语文教改的主要内容。在教学模式和教学方式基本相同的情况下,教改班与非教改班的教学效果有着明显的差异。这种差异表明,过程性评价的确激发了学生语文学习的积极性、自觉性和自主性,使学生的说话能力、听的能力、写作能力和阅读能力有了显著提高。 To learn the growth record in the classroom, writing growth record, extracurricular reading growth record and the growth of students’ speech records, student semester language learning growth record as the basis for evaluation is the main content of our teaching of Chinese. In the teaching mode and teaching methods are basically the same circumstances, teaching reform and non-teaching reform classes have obvious differences in teaching effectiveness. This discrepancy indicates that procedural evaluation does stimulate the enthusiasm, self-awareness and autonomy of students’ language learning and significantly improves their speaking ability, listening ability, writing ability and reading ability.