与终结性评价相比,过程性评价是出现在课程改革的时代背景之下,鉴于素质教育发展的风起云涌前提之下产生的。它更加注重学生本位的体现,注重学生探究精神与创新意识的培养。它提倡的是学生通过课程活动获得发展的过程,是能够体现学生的学习水平、学习能力、学习基础差异的。 Compared with the summative evaluation, the process evaluation appears in the background of the curriculum reform era, given the prevailing conditions of development of quality education. It pays more attention to the embodiment of the student-centered style, and pays attention to the cultivation of students’ exploration spirit and innovation consciousness. It advocates the process of students’ development through curriculum activities. It is able to reflect the students’ level of learning, learning ability, and differences in the basics of learning.