在传统的教学中,评价往往是在教学之后进行的一种独立活动,目的在于对学业结果进行判断。评价方式以纸笔测验为主,没有体现学业评价的全面涵义。由于评价对教学的导向功能,评价内容的单一必将对教学改革产生一定的副作用,这正是已习惯于“为考而教”的教师们不能把素质教育落实到教学实践中去的重要原因。 In traditional teaching, evaluation is often an independent activity conducted after teaching to determine the academic result. The evaluation method is mainly paper and pencil test, which does not reflect the comprehensive meaning of academic evaluation. Due to the guidance function of evaluation to teaching, the single evaluation of the content will certainly have some side effects on teaching reform, which is already accustomed to “for the test and teaching ” teachers can not implement the quality education to teaching practice important reason.