长期以来形成的传统学习评价制度,常以考试的卷面分数来代表学生的科学学业成绩,这就可能导致评价目标单一化,评价过程中的随意性难以保证评价的客观、准确等。因此,进行了发展性科学学习评价的实践,包括学生自评和互评、教师评价、拓展性作业和师生共同完成学期总评。一个学期后,学生的学习评价能力、学习兴趣、学习习惯都有提高,并能较好地完成拓展性作业网站和展示平台等课外活动。 For a long time, the traditional learning assessment system, which often represents the students’ academic achievements with the curl score, can lead to the simplification of evaluation objectives and the randomness in the evaluation process to ensure the objectiveness and accuracy of the evaluation. Therefore, the practice of developing scientific learning assessment has been carried out, including self-assessment and peer assessment of students, teacher evaluation, outreach work and teachers and students to jointly complete the semester’s total assessment. After a semester, students’ learning appraisal ability, study interest and study habit are improved, and they can complete extracurricular activities such as extended homework websites and display platforms.