《美术课程标准》指出,要发挥课堂作业评价在促进学生潜能、个性、创造性等方面的作用,使每一个学生具有自信心和持续发展的能力。在作业评价的研究上,提倡多元评价的方向和满足学生发展的需求,真正发挥评价在课堂教学中的导向作用,使评价成为学生学习的动力,促进学生审美素养与动手能力的提高。学生作业不仅是美术课所学美术技能技巧掌握程度的一面镜子,直观地反映教学目的要求是否顺利完成,完成的效果究竟如何等。而且作业展示评价部分往往成为美术课的高潮和画龙点睛之处。然而,在实际作业评价过程中,我们却存在着诸多误区。作为教学一线的小学美术教师,怎么样才能走出评价的误区呢?真正发挥评价的功能呢?解决问题的关键应该是观念的明晰,即理清评价的四个核心问题: “Art Curriculum Standard” points out that to exert the role of classroom assignment evaluation in promoting students’ potential, individuality and creativity so that each student has the ability of self-confidence and sustainable development. In the study of job evaluation, we advocate the direction of multiple evaluation and meet the needs of students’ development. We should give full play to the guiding role of evaluation in classroom teaching, make evaluation the driving force of students’ learning, and promote the improvement of students’ aesthetic attainment and practical ability. Students’ homework is not only a mirror of mastery of fine arts skill and skill learned in art class, but also an intuitive reflection of whether the requirements of teaching purpose are successfully completed and the effect achieved. And part of the job evaluation often become the climax of the art class and finishing touch. However, there are many misunderstandings in the process of actual job evaluation. As a teaching primary school art teacher, how to get rid of the misunderstanding of evaluation? Evaluation of the real function to play it? The key to solving the problem is the concept of clarity, that is, to clarify the evaluation of the four core issues: